Word-learning by preschoolers with specific language impairment: What predicts success?

    Research output: Contribution to journalArticlepeer-review

    148 Scopus citations

    Abstract

    Thirty preschool children with specific language impairment (SLI) and 30 age-matched controls with normal language (NL) participated in a study to compare group performance and to examine the relationship between fast mapping and word learning and between comprehension and production of new words. The groups performed similarly on the fast-mapping task. The NL group comprehended and produced significantly more words than the SLI group, and did so in fewer trials. Language test scores did not predict word-learning performance for either group. Some children with SLI may need to hear a new word twice as many times as their NL peers before comprehending it and may need twice as many opportunities to practice producing the word before using it independently.

    Original languageEnglish (US)
    Pages (from-to)56-67
    Number of pages12
    JournalJournal of Speech, Language, and Hearing Research
    Volume46
    Issue number1
    DOIs
    StatePublished - Feb 1 2003

    Keywords

    • Fast mapping
    • Language disorders
    • Language treatment - vocabulary expansion
    • Preschool children
    • Speech, language, and hearing functions and disorders

    ASJC Scopus subject areas

    • Language and Linguistics
    • Linguistics and Language
    • Speech and Hearing

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