The Effect of Word Exposure Intensity, Vocabulary Skills, and Working Memory on Preschool Children’s Expressive Word Learning during a Book Reading Intervention

2020 ◽  
Vol 33 (3) ◽  
pp. 89-113
Author(s):  
Shinyoung Kim ◽  
Miseon Chae ◽  
Dongsun Yim
Keyword(s):  
Working Memory ◽  
Word Learning ◽  
Reading Intervention ◽  
Book Reading ◽  
Vocabulary Skills

scholarly journals Novel-word learning, executive control and working memory: A bilingual advantage

2018 ◽  
Vol 22 (04) ◽  
pp. 763-782 ◽  
Author(s):  
MEESHA A. WARMINGTON ◽  
SWATHI KANDRU-POTHINENI ◽  
GRAHAM J. HITCH
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Word Learning ◽  
Response Inhibition ◽  
Executive Control ◽  
Verbal Working Memory ◽  
Bilingual Advantage ◽  
Independent Replication ◽  
Novel Word Learning ◽  
Almost All

Studies of the effects of bilingualism on cognition have given results that do not consistently replicate, reflecting at least in part wide differences in criteria for bilingualism and heterogeneity of language combinations within studied samples. We examined the bilingual advantage in attention, working memory and novel-word learning in early sequential Hindi–English bilinguals. We sought to clarify the aspects of cognition that benefit from bilingualism by using multiple measures and a sample sufficiently well-defined to permit independent replication. Bilinguals outperformed monolinguals on response inhibition, novel-word learning and almost all working memory tasks. In contrast, both groups performed comparably on selective attention. Analyses of individual differences showed that bilingual novel-word learning was related to their verbal working memory and ability to inhibit an ongoing action, whereas this was not the case for monolinguals. Results indicate a specific bilingual advantage that is confined to some but not all aspects of cognition.

Preschool Word Learning During Joint Book Reading

2004 ◽  
Vol 26 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Lisa M. Ard ◽  
Brenda L. Beverly
Keyword(s):  
Word Learning ◽  
Book Reading ◽  
Joint Book Reading

scholarly journals Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

2017 ◽  
Vol 48 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Kandace K. Fleming ◽  
Rebecca Swinburne Romine
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Decision Making ◽  
Kindergarten Children ◽  
Book Reading ◽  
Limiting Factor ◽  
Specific Language ◽  
Naming Test ◽  
Interactive Book

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but memory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

scholarly journals Word learning from context : relations with language ability, socioeconomic status, and executive function

2017 ◽  
Author(s):  
◽  
Margaret Hill
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Word Learning ◽  
Learning Process ◽  
Language Ability ◽  
Word Knowledge ◽  
Word Meanings

During the school-age years, children learn most new word meanings from context rather than through deliberate vocabulary instruction. However, the actual process of word learning from context among schoolage children remains poorly understood. Prior research suggests that language ability and higher-order executive function skills such as working memory and inhibitory control of attention may aid children in acquiring new word meanings from context, but studies have not examined the effect of cognitive flexibility on word learning. In addition, although research has shown that children from families of low socioeconomic status (SES) often lag behind their peers from higher-SES backgrounds in vocabulary, there is no evidence to suggest that SES directly influences the word learning process itself. The purpose of this study was to examine the effects of language ability, SES, and executive function on word learning from context among typically developing children. Fifty children of ages nine to 11 years completed a standardized measure of language ability and tasks of working memory, inhibitory control, and cognitive flexibility along with a pretest to assess their understanding of 12 rare target words. Approximately one week later, the children read along with two short stories containing the target words while listening as the stories were narrated aloud by a computer. Posttest results showed that as a group, children made small but significant gains in knowledge of target word meanings from the stories. Analyses showed that both language ability and cognitive flexibility were related to gains in word knowledge, and that children tended to rely more on the stronger of these two skills if either language or cognitive flexibility was relatively weak. Children's SES backgrounds were not directly related to word knowledge gains, but results suggested that SES may influence the word learning process indirectly through an effect on children's cognitive flexibility.

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

Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1505-1513
Author(s):  
Krystal L. Werfel ◽  
Sara Lawrence
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Reading Intervention ◽  
Literacy Intervention ◽  
Book Reading ◽  
Dose Frequency ◽  
Print Knowledge ◽  
Children With Hearing Loss ◽  
Print Referencing

Purpose The purpose of this clinical focus article was to describe specific considerations for print-referencing interventions for children with hearing loss and present a case study. Method One preschool child with hearing loss who used amplification participated in this case study. The child participated individually in print-referencing book-reading intervention (10-min session once a week for 7 weeks), supplemented by parent carryover at home. Each session involved a dose of 20 print-referencing behaviors across two children's books, for a cumulative intervention intensity of 140 print references. Assessment of the child's print knowledge skills occurred at the beginning of each session. Results Print-referencing book-reading intervention was associated with gains in conceptual print knowledge. Conclusions Print referencing, when implemented with specific considerations for children with hearing loss in mind, may be an effective emergent literacy intervention for increasing conceptual print knowledge in preschool children with hearing loss. More research is needed in this area to determine appropriate dose and dose frequency, as well as effect of interventionist on gains. Supplemental Materials https://doi.org/10.23641/asha.13093025

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