ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated. If you have any questions, please contact Marianne Reed at .

Show simple item record

dc.contributor.authorGordon, Katherine R.
dc.contributor.authorStorkel, Holly L.
dc.contributor.authorUglow, Stephanie
dc.contributor.authorOhlmann, Nancy B.
dc.identifier.citationGordon, 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.en_US
dc.description.abstractPURPOSE: 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.
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.rightsCopyright © 2021 American Speech-Language-Hearing Association.en_US
dc.titleWord Learning by Preschool-Age Children with Developmental Language Disorder: Impaired Encoding and Robust Consolidation during Slow Mappingen_US
kusw.kuauthorStorkel, Holly L.
dc.identifier.orcid 0000-0002-5143-8438en_US
dc.identifier.orcid 0000-0001-6533-6224en_US
kusw.oaversionScholarly/refereed, author accepted manuscripten_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US

Files in this item


This item appears in the following Collection(s)

Show simple item record