Contextual Word Learning in Children with DLD

DLD 儿童的语境词汇学习

• 批准号: 10731614
• 负责人: Dawna Duff
• 金额: $ 20.85万
• 依托单位: STATE UNIVERSITY OF NY,BINGHAMTON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10731614
• 关键词: 13 year old; 8 year old; Achievement; Address; Adult; Age; Awareness; Child; Cognitive; Common Core; Complex; Comprehension; Consumption; Development; Disease; Educational Curriculum; Educational process of instructing; Effectiveness; Effectiveness of Interventions; Evidence based intervention; Evidence based practice; Evidence based treatment; Exposure to; Feedback; Future; Generations; Goals; Growth; Hearing; Instruction; Intervention; Knowledge; Language Development; Language Development Disorders; Language Disorders; Learning; Life; Linguistics; Link; Measures; Memory; Methods; Morphology; Nature; Orthography; Outcome; Participant; Population; Process; Randomized, Controlled Trials; Reading; Research; Rice; Semantics; Students; Testing; Time; Training; Vocabulary; Vocation; Work; design; effective intervention; effectiveness testing; evidence base; first grade; fourth grade; improved; innovation; intervention effect; lexical; lexical processing; novel; novel strategies; phonology; post intervention; programs; reading comprehension; skills; social; success; syntax; treatment effect; word learning

PROJECT ABSTRACT Vocabulary achievement impacts important life outcomes such as academic success, vocational options, and earning potential. Developmental language disorder is a common disorder which impacts word learning, both when words are directly taught and when words are learned implicitly after multiple contextual encounters. Contextual word learning is the most common situation in which words are learned, and this typically occurs while reading. As such, interventions which increase the effectiveness of contextual word learning have the potential to meaningfully alter the trajectory of vocabulary growth. The long term objective of this research program is to develop effective interventions for children with developmental language disorder, which target contextual word learning while reading. The overall aim of this study is to test the effectiveness of an intervention which combines two approaches known to be effective in typical development: metalinguistic training about semantic inferencing, and use of multiple texts with high semantic diversity. Semantic diversity refers to the range of semantic content in texts which contain the novel words. In Aim 1, we test the effectiveness of this novel intervention in children with typical development (n=50), and in Aim 2, we evaluate its effect in children with developmental language disorder (n=50). Participants will complete a three session metalinguistic intervention involving repeated meaning generation, explanation about proposed meanings, and feedback about accuracy. The quality of semantic inferencing about novel words which are untreated (not involved in the intervention) will be measured pre- and post-intervention as a measure of the effect of intervention on the skill of semantic inferencing. Measures of retention of the semantics of words used in intervention will be taken one week after each session, and are expected to increase with more exposure to the metalinguistic intervention. Within sessions, words will be presented in three different semantic diversity contexts: no diversity (repeated stories), medium diversity (unique stories with the same global context), and high diversity (unique stories with different global contexts). Based on prior research about the effect of semantic diversity on word learning in children and adults, we predict that measures of retention of the semantics of words used in intervention are expected to be highest in the high semantic diversity condition. Results from this study will be used to support an application for a fully powered randomized controlled trial of a contextual word learning intervention for children with DLD, and will inform best practices for children with typical development. The project is innovative because we will examine contextual word learning in developmental language disorders, we will combine two treatment approaches in a novel way, and because we focus not only on the effect on treated words, but also on generalization of the skill of semantic inferencing.

项目摘要 词汇成就会影响重要的生活成果，例如学术成就，职业选择和 赚取潜力。发展语言障碍是一种影响单词学习的常见障碍 当直接教授单词以及在多个上下文相遇之后隐式地学习单词时。 上下文单词学习是学习单词的最常见情况，这通常发生 阅读时。因此，提高上下文单词学习有效性的干预措施具有 有意义地改变词汇生长轨迹的潜力。 该研究计划的长期目标是为患有 发展语言障碍，在阅读时针对上下文单词学习。总体目的 研究是为了测试一种干预措施的有效性，该干预措施结合了两种已知有效的方法 典型的发展：关于语义推断的属性培训，以及使用多个文本高的培训 语义多样性。语义多样性是指包含小说的文本中的语义内容范围 字。在AIM 1中，我们测试了这种新型干预对典型发育儿童（n = 50）的有效性， 在AIM 2中，我们评估了其对发育语言障碍儿童的影响（n = 50）。参与者会 完成三个会话的元语言干预措施，涉及重复的含义生成，解释 提出的含义和有关准确性的反馈。关于新颖单词的语义推断的质量 未经治疗的（不参与干预措施）将在干预前后作为一项措施进行测量 干预对语义推论技巧的影响。保留语义的衡量标准 干预中使用的单词将在每次会议后一周进行，并有望随着更多 暴露于金属语言干预措施。在会议中，单词将以三种不同的语义呈现 多样性环境：没有多样性（重复的故事），中等多样性（具有相同全球的独特故事 背景）和高度多样性（具有不同全球环境的独特故事）。基于先前的研究 语义多样性对儿童和成人单词学习的影响，我们预测保留的度量 在高语义多样性条件下，干预中使用的单词语义预计将是最高的。 这项研究的结果将用于支持全功率的随机对照试验的应用程序 针对患有DLD儿童的上下文单词学习干预措施，并将为儿童提供最佳实践 典型的发展。该项目具有创新性，因为我们将在 发育语言障碍，我们将以一种新颖的方式结合两种治疗方法，因为 我们不仅关注对被治疗单词的影响，还关注语义推论技能的概括。