Word learning strategies of young deaf children

Lederberg, Amy R.; Prezbindowski, Amy K.; Spencer, Patricia Elizabeth

doi:10.1016/s0163-6383(98)91738-6

Cited by 1 publication

(2 citation statements)

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“…Of the 19 children (ages, 3;2 to 6;10) involved this study, 12 had HI in the moderate-severe range. Lederberg et al (2000) found that children with HI acquired the strategy after they developed a vocabulary of about 200 words, a time point that was delayed relative to children with NH. Rapid word learning refers to children's ability to learn at least a partial word representation after minimal exposure (1 or 2 times).…”

Section: Novel Word Learning and Semantic Developmentmentioning

confidence: 95%

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Current State of Knowledge: Language and Literacy of Children with Hearing Impairment

Moeller¹,

et al. 2007

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The purpose of this paper is to provide a review of past and current research regarding language and literacy development in children with mild to severe hearing impairment. A related goal is to identify gaps in the empirical literature and suggest future research directions. Included in the language development review are studies of semantics (vocabulary, novel word learning, and conceptual categories), morphology, and syntax. The literacy section begins by considering dimensions of literacy and the ways in which hearing impairment may influence them. It is followed by a discussion of existing evidence on reading and writing, and highlights key constructs that need to be addressed for a comprehensive understanding of literacy in these children.

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Section: Novel Word Learning and Semantic Developmentmentioning

confidence: 95%

“…Strategy use was explored in a study of novel word learning in young children with HI (Lederberg, Prezbindowski, & Spencer, 2000). Of the 19 children (ages, 3;2 to 6;10) involved this study, 12 had HI in the moderate-severe range.…”

Section: Novel Word Learning and Semantic Developmentmentioning

confidence: 99%