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Direct linkNewman, Rochelle S.; German, Diane J.; Jagielko, Jennifer R. – Communication Disorders Quarterly, 2018
This retrospective, exploratory investigation examined the types of target words that 66 children with/without word-finding difficulties (WFD) had difficulty naming, and the types of errors they made. Words were studied with reference to lexical factors (LFs) that might influence naming performance: word frequency, familiarity, length, phonotactic…
Descriptors: Accuracy, Lexicology, Error Patterns, Influences
Rohlfing, Katharina J.; Ceurremans, Josefa; Horst, Jessica S. – Communication Disorders Quarterly, 2018
In this pilot study, we ask whether repeated storybook reading is also beneficial for word learning in children diagnosed with specific language impairment (SLI). We compared 3-year-old German learning children diagnosed with SLI to typically developing children matched on age and socioeconomic status (SES). One week later, children with SLI…
Descriptors: Language Impairments, German, Socioeconomic Status, Word Study Skills
Blaiser, Kristina M.; Nelson, Peggy B.; Kohnert, Kathryn – Communication Disorders Quarterly, 2015
This study examines the impact of repeated exposures on word learning of preschool children with and without hearing loss (HL) in quiet and noise conditions. Participants were 19 children with HL and 17 peers with normal hearing (NH). Children were introduced to 16 words: 8 in quiet and 8 in noise conditions. Production and identification scores…
Descriptors: Preschool Children, Acoustics, Educational Environment, Deafness
