Partial Word Knowledge Growth in Children with LLD

LLD 儿童的部分单词知识增长

• 批准号: 7048754
• 负责人: STACY A Wagovich
• 金额: $ 7.08万
• 依托单位: UNIVERSITY OF MISSOURI-COLUMBIA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-01-06 至 2008-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7048754
• 关键词: adolescence (12-20); behavioral /social science research tag; child (0-11); child psychology; clinical research; cognition; developmental psychology; human subject; language development; language disorders; learning; memory; phonology; psychological tests; reading; vocabulary

DESCRIPTION (provided by applicant): Describing what a child learns from the very first exposure to a new word is a critical step in understanding the process of word learning as a whole. This project is designed to assess the types of partial word knowledge (e.g., syntactic knowledge, semantic knowledge) that develop from a single exposure to a new word in reading by children with language-learning disabilities (LLD). In children with typically developing language, it is possible to detect some types of partial word knowledge from one exposure; a critical next step is the examination of the types of partial word knowledge that develop from a single exposure in children with LLD. In addition, an evaluation is needed of the roles of language and memory abilities in the development of vocabulary knowledge in children with LLD, compared to children with typically developing language. The specific aims of the proposed project are the detection of the types of partial word knowledge growth from one exposure for children with LLD, the comparison of the partial word knowledge types that develop for children with LLD and their peers with typical language development, and the examination of the roles of language and memory abilities in partial word knowledge growth. The performance of children with LLD will be compared to that of children similar in age and children similar in reading comprehension abilities. Using a pre/posttest design, children will read stories containing unfamiliar nouns and verbs, and partial word knowledge growth will be assessed. This study will contribute to an understanding of the types of partial word knowledge children with LLD demonstrate and retain in the beginning of the word learning process, relative to peers with typically developing language. The long-term objective of this research program is to elucidate differences in the overall processes of word knowledge growth, from LLD children's first encounter to their eventual mastery of a word's meaning. Focus on the specific processes of word learning is essential from a public health perspective, because it enables development of intervention procedures for school-age children with LLD. If, for example, these children are found to have difficulty acquiring a particular type of word knowledge, such as part of speech, vocabulary intervention can be designed to focus on this aspect of word knowledge, in particular.

描述（由申请人提供）：描述孩子从第一次接触新单词时学到了什么，是理解整个单词学习过程的关键一步。该项目旨在评估语言学习障碍（LLD）儿童在阅读过程中单次接触新单词而形成的部分单词知识（例如句法知识、语义知识）的类型。对于语言发育正常的儿童，有可能通过一次接触就检测到某些类型的部分单词知识；下一步关键是检查 LLD 儿童在一次接触中形成的部分单词知识的类型。此外，与语言发育正常的儿童相比，需要评估 LLD 儿童的语言和记忆能力在词汇知识发展中的作用。该项目的具体目标是检测 LLD 儿童一次接触中的部分单词知识增长类型，比较 LLD 儿童及其具有典型语言发展的同龄人发展的部分单词知识类型，以及检查语言和记忆能力在部分单词知识增长中的作用。将患有 LLD 的儿童的表现与年龄相似、阅读理解能力相似的儿童进行比较。使用前/后测试设计，孩子们将阅读包含不熟悉的名词和动词的故事，并将评估部分单词知识的增长。这项研究将有助于了解相对于语言发展正常的同龄人，LLD 儿童在单词学习过程开始时表现出并保留的部分单词知识的类型。该研究项目的长期目标是阐明从LLD儿童第一次接触单词到最终掌握单词含义的单词知识增长的整个过程中的差异。从公共卫生的角度来看，关注单词学习的具体过程至关重要，因为它可以为患有 LLD 的学龄儿童制定干预程序。例如，如果发现这些孩子难以获取特定类型的单词知识，例如词性，则可以设计词汇干预，特别关注这方面的单词知识。