JSLHR
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Journal of Speech, Language, and Hearing Research Vol.41 161-171 February 1998.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Kiernan, B.
Right arrow Articles by Gray, S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Kiernan, B.
Right arrow Articles by Gray, S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Word Learning in a Supported-Learning Context by Preschool Children With Specific Language Impairment

Barbara Kiernan 1
Shelley Gray 1
1 The University of Arizona Tucson

bkiernan{at}u.arizona.edu

Word learning in a supported-learning context is described for 30 preschoolers with SLI and 30 age- and sex-matched children without SLI. Daily production probes assessed number of words learned to criterion, and daily posttests assessed comprehension of the words. Number of words produced to criterion differed between groups; however, the majority of children with SLI performed within the range of the children without SLI. Children typically comprehended words they did not produce to criterion. The relation between vocabulary-test and word-learning findings was not significant (p<.05). Findings for children with SLI indicate that (a) comprehension does not ensure same-word production, (b) wordlearning potential cannot be inferred from test scores, and (c) a clinically significant variability in word-learning skills characterizes the disorder.

KEY WORDS: word learning, vocabulary, preschool children, specific language impairment, supported-learning context

Submitted on July 17, 1996
Accepted on May 28, 1997


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 JSLHRHome page
S. Gray
The relationship between phonological memory, receptive vocabulary, and fast mapping in young children with specific language impairment.
J Speech Lang Hear Res, October 1, 2006; 49(5): 955 - 969.
[Abstract] [Full Text] [PDF]

Home page
 JSLHRHome page
D. Messer and J. E. Dockrell
Children's Naming and Word-Finding Difficulties: Descriptions and Explanations.
J Speech Lang Hear Res, April 1, 2006; 49(2): 309 - 324.
[Abstract] [Full Text] [PDF]

Home page
 Communication Disorders QuarterlyHome page
L. M. Ard and B. L. Beverly
Preschool Word Learning During Joint Book Reading: Effect of Adult Questions and Comments
Communication Disorders Quarterly, January 1, 2004; 26(1): 17 - 28.
[Abstract] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 1998 by the American Speech-Language-Hearing Association.