Benefits of Repeated Book Readings in Children With SLI

Rohlfing, Katharina J.; Cuerremans, Josefa; Horst, Jessica S.

doi:10.1177/1525740117692480

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…While the QUIL approach has also been used in more recent studies (e.g., Rohlfing et al . ), other researchers have adopted an instructional paradigm in which the researcher makes explicit the intention of the task and draws attention to novel words in an interactive approach (Nash and Donaldson ). For instance, Jackson et al .…”

Section: Introductionmentioning

confidence: 99%

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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Section: Introductionmentioning

confidence: 99%

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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The Fast-Mapping Abilities of Adults With Developmental Language Disorder

McGregor

Eden

Arbisi‐Kelm

et al. 2020

J Speech Lang Hear Res

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Purpose The aim of the study was to determine the integrity of fast mapping among adults with developmental language disorder (DLD). Method Forty-eight adults with DLD or typical language development (TD) were presented with 24 novel words and photos of their unfamiliar referents from the semantic categories of mammal, bird, fruit, or insect in two conditions. In the fast-mapping condition, 12 of the 24 unfamiliar referents were presented, one at a time alongside a familiar referent (e.g., a dog) and a question (e.g., Is the tail of the torato up? ). In the explicit-encoding condition, the other 12 unfamiliar referents were presented alone, one at a time, with a label (e.g., This is a spimer ). Immediately after exposure (T1) and again after a 1-day interval (T2), memory for the word-to-exemplar link was measured with a three-alternative forced-choice test, requiring the participant to match a spoken word to one of three pictured referents from the training set. At T2, memory for semantic category information was measured with a four-alternative forced-choice test, requiring the participant to match a spoken word to one of four prototypical silhouettes representing each of the semantic categories. Results Performance on word-to-exemplar link recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. Time was not a significant factor as both groups maintained posttraining levels of performance after a 1-day retention interval. Performance on semantic category recognition was stronger for words learned in the explicit-encoding than the fast-mapping condition and stronger for the TD group than the DLD group. The lower category recognition performance of the DLD group was related to their lower nonverbal IQ scores. Conclusion Contexts that allow for explicit encoding yield better learning of word-to-referent links than contexts that allow for fast mapping in both stronger and weaker learners. Adults with DLD have difficulty learning the link between words and referents, whether trained via fast mapping or explicit encoding and whether tested with exemplar or category referents. Retention is a relative strength for adults with DLD. Supplemental Material https://doi.org/10.23641/asha.12765551

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Benefits of Repeated Book Readings in Children With SLI

Cited by 2 publications

References 14 publications

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

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

The Fast-Mapping Abilities of Adults With Developmental Language Disorder

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