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Word & Sound Learning Lab Scholarly Works
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The items in this collection are the result of the research of the Word and Sound Learning Lab, directed by Dr. Holly Storkel. The collection features published works from all funded projects within the lab and scholarly resources from the Kindergarten Children Acquiring Words through Storybook Reading (KAW Story) clinical trial. KAW Story is aimed at helping kindergarten children who have a specific language impairment (SLI) to learn new words through an interactive book reading treatment. The study is seeking to find the most favorable treatment for children with vocabulary difficulties through interactive book reading.
Recent Submissions
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Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping
(American Speech-Language-Hearing Association, 2021-10-11)PURPOSE: Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with Developmental Language Disorder (DLD). Building robust representations of words includes ... -
Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools
(American Speech-Language-Hearing Association, 2019-02-26)Purpose: For a child to receive treatment of a speech sound disorder in public schools, the child must demonstrate evidence of an exceptionality in producing speech sounds. One method advocated by some state or local ... -
Clinical Forum Prologue: Speech Sound Disorders in Schools: Who Qualifies?
(American Speech-Language-Hearing Association, 2019-02-26)Purpose: The purpose of this clinical forum is to provide guidance on which children with speech sound disorders should qualify for services in the public schools. The articles in the forum consider how to define impaired ... -
The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading
(American Speech-Language-Hearing Association, 2019-10-10)Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word ... -
Using Computer Programs for Language Sample Analysis
(American Speech-Language-Hearing Association, 2020-01-08)Purpose: Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training ... -
Children's Response Bias and Identification of Misarticulated Words
(American Speech-Language-Hearing Association, 2020-01-22)Purpose: The purpose of this study was to examine whether children's identification of misarticulated words as real objects was influenced by an inherent bias toward selecting real objects or whether a change in experimental ... -
The Complexity Approach to Phonological Treatment: How to Select Treatment Targets
(American Speech-Language-Hearing Association, 2018-07-05)PURPOSE There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language ... -
The Influence of Misarticulations on Children's Word Identification and Processing
(American Speech-Language-Hearing Association, 2017-11-21)PURPOSE: The purpose of the present studies was to determine how children's identification and processing of misarticulated words was influenced by substitution commonness. METHOD: Sixty-one typically developing ... -
Applying item-response theory to the development of a screening adaptation of the Goldman-Fristoe Test of Articulation-2
(American Speech-Language-Hearing Association (ASHA), 2017-03-13)PURPOSE: Item Response Theory (IRT) is a psychometric approach to measurement that uses latent trait abilities (e.g., speech sound production skills) to model performance on individual items that vary by difficulty and ... -
Interactive book reading to accelerate word learning in bilingual children with developmental language disorder: A preliminary intervention approach
(American Speech-Language-Hearing Association (ASHA), 2017-12-21)This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six year-old) children ... -
Implementing evidence-based practice: Selecting treatment words to boost phonological learning
(2017-08-04)PURPOSE. Word selection has typically been thought of as an inactive ingredient in phonological treatment, but emerging evidence suggests that word selection is an active ingredient that can impact phonological learning. ... -
The complexity approach to phonological treatment: How to select treatment targets (Supplemental materials)
(2017-08-03)PURPOSE. There are a number of evidence-based treatments for preschool children with phonological disorders (Baker & McLeod, 2011). However, a recent survey by Brumbaugh and Smit (2013) suggests that speech-language ... -
Interactive book reading to accelerate word learning by kindergarten children with Specific Language Impairment (SLI): Identifying adequate progress and successful learning patterns
(American Speech-Language-Hearing Association, 2016-12-05)PURPOSE. The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment ... -
Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response
(American Speech-Language-Hearing Association, 2016-05-27)Purpose. This study seeks to identify an adequate intensity of interactive book reading for new word learning by children with SLI and to examine variability in treatment response. Method. An escalation design adapted ... -
The Effects of Phonotactic Probability and Neighborhood Density on Adults' Word Learning In Noisy Conditions
(American Speech-Language-Hearing Association, 2016-11)Purpose: Noisy conditions make auditory processing difficult. This study explores whether noisy conditions impact the effects of phonotactic probability (the likelihood of occurrence of a sound sequence) and neighborhood ... -
Markedness and the grammar in lexical diffusion of fricatives
(Taylor & Francis, 2002)This paper examines the contributions of markedness and a child's grammar to the process of lexical diffusion in phonological acquisition. Archival data from 19 preschoolers with functional phonological delays were submitted ... -
The effect of probabilistic phonotactics on lexical acquisition
(Taylor & Francis, 2000)The effect of probabilistic phonotactics on lexical acquisition in typically developing children was examined to determine whether a lexical or sublexical level of language processing dominates lexical acquisition. Sixty-one ... -
Homonomy in the Developing Mental Lexicon
(Cascadilla Press, 2004) -
Lexical Influences on Interword Variation
(Cascadilla Press, 2002) -
Whole-Word versus Part-Word Phonotactic Probability/Neighborhood Density in Word Learning by Children
(Cascadilla Press, 2006)
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