Abstract:
:Phonological and semantic deficits in spoken word learning have been documented in children with language impairment (LI), and cues that address these deficits have been shown to improve their word learning performance. However, the effects of such cues on word learning during reading remain largely unexplored. This study investigated whether (a) control, (b) phonological, (c) semantic, and (d) combined phonological-semantic conditions affected semantic word learning during reading in 9- to 11-year-old children with LI (n = 12) and with typical language (TL, n = 11) from low-income backgrounds. Children were exposed to 20 novel words across these four conditions prior to reading passages containing the novel words. After reading, a dynamic semantic assessment was given, which included oral definitions, contextual clues, and multiple choices. Results indicated that the LI group performed more poorly than the TL group in phonological and combined conditions, but not in the control or semantic conditions. Also, a similar trend for both groups was suggested, with improved performance in the semantic and combined conditions relative to the control and phonological conditions. Clinical implications include a continued need for explicit instruction in semantic properties of novel words to facilitate semantic word learning during reading in children with LI.
journal_name
Int J Speech Lang Patholjournal_title
International journal of speech-language pathologyauthors
Steele SC,Willoughby LM,Mills MTdoi
10.3109/17549507.2012.700322subject
Has Abstractpub_date
2013-04-01 00:00:00pages
184-97issue
2eissn
1754-9507issn
1754-9515journal_volume
15pub_type
杂志文章abstract::The Assessment for Living with Aphasia (ALA) is a pictographic, self-report measure of aphasia-related quality-of-life. Research was undertaken to assess test-re-test reliability, construct validity, and the ability to discriminate aphasia severity. The ALA was administered to 101 participants with aphasia on two occa...
journal_title:International journal of speech-language pathology
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doi:10.3109/17549507.2013.831484
更新日期:2014-02-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 评论,杂志文章
doi:10.3109/17549507.2012.686629
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journal_title:International journal of speech-language pathology
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
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更新日期:2019-02-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
doi:10.3109/17549507.2013.783112
更新日期:2013-12-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
doi:10.3109/17549500902822189
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journal_title:International journal of speech-language pathology
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
doi:10.3109/17549507.2011.596221
更新日期:2012-02-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章,评审
doi:10.3109/17549507.2014.902994
更新日期:2014-08-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
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pub_type: 临床试验,杂志文章
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更新日期:2018-04-01 00:00:00
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journal_title:International journal of speech-language pathology
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pub_type: 评论,杂志文章
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更新日期:2014-02-01 00:00:00
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journal_title:International journal of speech-language pathology
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更新日期:2018-02-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
doi:10.3109/17549507.2010.491130
更新日期:2011-02-01 00:00:00
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journal_title:International journal of speech-language pathology
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更新日期:2015-12-01 00:00:00
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journal_title:International journal of speech-language pathology
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更新日期:2018-12-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 杂志文章
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更新日期:2008-01-01 00:00:00
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更新日期:2020-10-01 00:00:00
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journal_title:International journal of speech-language pathology
pub_type: 评论,杂志文章
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更新日期:2013-02-01 00:00:00
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pub_type: 评论,杂志文章
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更新日期:2010-08-01 00:00:00
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pub_type: 杂志文章
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更新日期:2017-10-01 00:00:00