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    Word Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mapping

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    JSLHR_Gordon_Storkel_Uglow_Ohlmann_2021.pdf (1.168Mb)
    Issue Date
    2021-10-11
    Author
    Gordon, Katherine R.
    Storkel, Holly L.
    Uglow, Stephanie
    Ohlmann, Nancy B.
    Publisher
    American Speech-Language-Hearing Association
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Rights
    Copyright © 2021 American Speech-Language-Hearing Association.
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    Abstract
    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 encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process.

    METHOD: Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children’s ability to name referents at the end of training days indicated their ability to encode forms. Children’s ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed one-month after training to determine long-term retention of forms.

    RESULTS: Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a one-month delay.

    CONCLUSIONS: Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions.
    URI
    http://hdl.handle.net/1808/32174
    DOI
    https://doi.org/10.1044/2021_JSLHR-21-00046
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    • Word & Sound Learning Lab Scholarly Works [60]
    Citation
    Gordon, K. R., Storkel, H. L., Uglow, S., & Ohlmann, N. B. (2021). Word learning by preschool-age children with developmental language disorder: Impaired encoding and robust consolidation during slow mapping. Journal of Speech, Language, and Hearing Research.

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    KU Libraries
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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