A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth

Arthur, Ann M.; Davis, Dawn

doi:10.1080/19345747.2015.1126875

Cited by 9 publications

(3 citation statements)

References 28 publications

(36 reference statements)

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“…Longitudinal twin studies have reported significant genetic effects on late-talker status in toddlers (Zubrick et al, 2007) and vocabulary development between preschool and fourth grade (Byrne et al, 2009;Olson et al, 2011). Additionally, individual differences in word learning have been documented in experimental studies that have carefully controlled the quantity and quality of word exposures (Adlof & Patten, 2017;Gellert & Elbro, 2013;Language and Reading Research Consortium et al, 2016;Warmington et al, 2013).…”

mentioning

confidence: 99%

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

Adlof

Baron

Bell

et al. 2021

J Speech Lang Hear Res

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Purpose Word learning difficulties have been documented in multiple studies involving children with dyslexia and developmental language disorder (DLD; see also specific language impairment). 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. We hypothesized that children with dyslexia-only and DLD-only would show differences in word learning due to differences in their core language strengths and weaknesses. 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 typically developing 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. Supplemental Material https://doi.org/10.23641/asha.14832717

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confidence: 99%

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

Adlof

Baron

Bell

et al. 2021

J Speech Lang Hear Res

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“…McKeown et al further showed that such benefits from high-encounter conditions only exist when the activities were provided via rich vocabulary lessons. Subsequent studies have generally supported these findings on the positive effects of frequency of word encounters in the context of rich vocabulary instruction (Coyne et al, 2007, 2009; Language and Reading Research Consortium et al, 2016).…”

Section: Word Encounters and Moderately Rich Vocabulary Instructionmentioning

confidence: 82%

“…Finally, the increased number of word encounters in rich vocabulary instruction does not necessarily produce enhanced outcomes in the vocabulary learning of young children. The Language and Reading Research Consortium et al (2016) reported that children who received a double-dose of rich vocabulary instruction did not learn significantly more word meanings than those who received a single-dose of rich vocabulary instruction. Additionally, it is questionable whether students need 12 word encounters to increase their word knowledge and reading comprehension or whether a smaller number of word encounters (more than 4 but less than 12) would be sufficient in the context of rich vocabulary instruction.…”

Section: Word Encounters and Moderately Rich Vocabulary Instructionmentioning

confidence: 99%

Effects of Moderately Rich Vocabulary Instruction on Literacy Performances of Students With Reading Disabilities

Lee

2023

Communication Disorders Quarterly

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Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study aims to propose and examine the effects of a “moderately rich vocabulary instruction” in which both breadth and depth of vocabulary are addressed. Nineteen 4th- and 5th-grade students with reading disabilities learned 12 words in the moderate-encounter condition, where students practiced the target words six times in the context of rich vocabulary instructional activities. The results showed that students with reading disabilities remembered more taught word definitions and understood more sentences that contained taught words than those from the control condition. The findings suggest that providing moderately rich vocabulary instruction with a moderate number of rich vocabulary practices can yield good word learning and sentence comprehension containing target words for students with reading difficulties.

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The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review

Rogde

Hagen

Melby‐Lervåg

et al. 2019

Campbell Systematic Reviews

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A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth

Cited by 9 publications

References 28 publications

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

Effects of Moderately Rich Vocabulary Instruction on Literacy Performances of Students With Reading Disabilities

The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review

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