Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

Salins, Andrea; Leigh, Greg; Cupples, Linda; Castles, Anne

doi:10.1044/2021_jslhr-20-00660

Cited by 7 publications

(9 citation statements)

References 39 publications

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“…This differential pattern of orthographic facilitation in the two tasks (i.e., picture-naming and PWM) raises questions about the mechanism underlying this effect in different groups (Colenbrander et al, 2019; Salins et al, 2021). Picture naming involves retrieving the phonology of a word from its meaning (represented by the picture in this study), whereas PWM requires participants to retrieve meaning from the phonology.…”

Section: Discussionmentioning

confidence: 99%

“…Although accuracy on this task was at ceiling and no facilitation effect was observed, participants were faster to respond correctly to words learned with spellings. This paradigm has since been used to demonstrate the orthographic facilitation of oral vocabulary learning in different groups of children with typical and atypical development (Baron et al, 2018; Lucas & Norbury, 2014; Mengoni et al, 2013; Ricketts et al, 2015; Salins et al, 2021).…”

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confidence: 99%

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Orthographic facilitation of oral vocabulary acquisition in primary school children

Salins

Cupples

Leigh

et al. 2022

Quarterly Journal of Experimental Psychology

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Children’s oral vocabulary acquisition is an important aspect of language development that plays a crucial role in reading and literacy development and subsequent academic success. Therefore, it is important to identify and implement evidence-based effective strategies of vocabulary instruction for primary school children. Orthographic facilitation refers to the benefit afforded to word learning by incidentally presenting spellings when new words are introduced (Ricketts et al., 2009). The current study aimed to replicate the orthographic facilitation effect in primary school (grades 1 to 6) children and further assess whether children in different grades benefitted differently from the presence of orthography during spoken word learning. To do this, ninety-one children from grades 1 to 6 were taught novel picture-word pairs with or without spellings. Word learning was assessed during and after training using behavioural and eye tracking data from picture-naming and picture-word-matching (PWM) tasks. Irrespective of grade, all children experienced a significant orthographic facilitation effect during training. The post-training results were more task dependent with all grades showing a significant orthographic facilitation effect on the picture-naming task, and only grades 1-4 showing a facilitation effect on the PWM task. The theoretical and practical implications of these findings are discussed.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Orthographic facilitation of oral vocabulary acquisition in primary school children

Salins

Cupples

Leigh

et al. 2022

Quarterly Journal of Experimental Psychology

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“…The methodological quality of the 25 studies from 26 papers was analyzed, because two papers reported the results of the same study (Wicha, Chakpitak, & Adipattaranan, 2012;Wicha, Sharp, et al, 2012). Eight group studies included typical hearing groups as controls, making randomization not feasible (Blaiser et al, 2015;Houston et al, 2005;Majorano et al, 2017;Robertson et al, 2017;Salins et al, 2021;Stiles et al, 2013;van Berkel-van Hoof et al, 2020;Walker & McGregor, 2013). The RoB results can be seen in Figure 2.…”

Section: Methodological Qualitymentioning

confidence: 99%

“…There were 13 studies that took place in the United States of America. The others were conducted in Australia (Paatsch et al, 2006;Salins et al, 2021), Hong Kong (Fung et al, 2005), India (Joy et al, 2019), Iran (Zamani et al, 2016), Italy (Majorano et al, 2017), the Netherlands (van Berkel-van Hoof et al, 2020;Wauters et al, 2001), South Africa (van Staden, 2013, Thailand (Plaewfueang & Suksakulchai, 2020;Wicha, Chakpitak, & Adipattaranan, 2012), and Turkey (Birinci & Sarıçoban, 2021).…”

Section: Characteristics Of the Studiesmentioning

confidence: 99%

A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents

Aldemir

Campos

Saldaña

et al. 2023

J Speech Lang Hear Res

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Purpose: The development of vocabulary size in deaf/hard of hearing (DHH) children and adolescents can be delayed compared to their peers due to lack of access to early language input. Complementary vocabulary interventions are reported in the literature. Our aim is to evaluate the effectiveness of intervention methods for their vocabulary improvement. Method: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, we searched five databases for peer-reviewed journal articles in English, published between 2000 and 2022 (inclusive), reporting vocabulary interventions for 2- to 18-year-old DHH children and adolescents without comorbidities. We conducted separate meta-analyses using a random-effects model on receptive oral vocabulary, expressive oral vocabulary, and signed vocabulary. We assessed the methodological quality of each paper. This review is preregistered in PROSPERO (International Prospective Register of Systematic Reviews) with ID CRD42021243479. Results: We included 25 group studies in this review out of 1,724 identified records. The quality assessment of the studies revealed risk of bias ranging from some concerns to high risk. Experimental vocabulary instruction produced improvement in receptive oral vocabulary (Hedges's g = 1.08, 95% CI [0.25, 1.90], I 2 = 93.46, p = .01), expressive oral vocabulary (Hedges's g = 1.00, 95% CI [0.18, 1.83], I 2 = 96.37, p = .02), and signed vocabulary (Hedges's g = 1.88, 95% CI [1.09, 2.66], I 2 = 96.01, p < .001) in the experimental groups. Written vocabulary and general vocabulary skills are also reported as a synthesis of results. Conclusions: Multisensory and multimodal explicit vocabulary instruction for DHH children and adolescents is helpful in improving vocabulary acquisition with respect to baseline levels. However, its effectiveness must be carefully interpreted due to the lack of proper control groups and details on treatment as usual reported in the studies. Supplemental Material: https://doi.org/10.23641/asha.23646357

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“…Word learning was assessed using behavioral and eye-tracking data from picture naming and picture-word matching tasks. Results showed an orthographic boost to oral vocabulary learning in children with hearing loss, and this benefit was maintained throughout the week [7]. Therefore, it is important to study the corpus-based English pronunciation learning system [8].…”

Section: Introductionmentioning

confidence: 99%

Corpus-based English Pronunciation Learning System in English Teaching

2023

aetp

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Oral English teaching has become an indispensable part of English education in China. The contradiction between traditional teaching methods and the needs of oral English teaching has become increasingly prominent. The development of corpus technology will help solve such contradictions. The purpose of this paper is to study the design of spoken English pronunciation learning system based on corpus. This paper introduces the main technologies designed by this system, including corpus technology, system development technology Visual Studio 2008 and C# language, and introduces the environment used in the system implementation process. This paper proposes an intelligent oral English pronunciation learning teaching solution for both teachers and students. It combines speech recognition, image retrieval, oral evaluation and other functions with oral English teaching, and uses the system to promote the solution of traditional teaching methods and modern oral English conflict between teaching needs. According to the application of corpus in English teaching, the system is designed, and the participants are organized to conduct oral language evaluation experiments. The reasonable rate of model scoring can reach 98%.

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Orthographic Facilitation of Oral Vocabulary Acquisition in Children With Hearing Loss

Cited by 7 publications

References 39 publications

Orthographic facilitation of oral vocabulary acquisition in primary school children

Orthographic facilitation of oral vocabulary acquisition in primary school children

A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf/Hard of Hearing Children and Adolescents

Corpus-based English Pronunciation Learning System in English Teaching

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