Is That a "Pibu" or a "Pibo"? Children with Reading and Language Deficits Show Difficulties in Learning and Overnight Consolidation of Phonologically Similar Pseudowords

Autor/inn/en	Malins, Jeffrey G.; Landi, Nicole; Ryherd, Kayleigh; Frijters, Jan C.; Magnuson, James S.; Rueckl, Jay G.; Pugh, Kenneth R.; Sevcik, Rose; Morris, Robin
Titel	Is That a "Pibu" or a "Pibo"? Children with Reading and Language Deficits Show Difficulties in Learning and Overnight Consolidation of Phonologically Similar Pseudowords
Quelle	In: Developmental Science, 24 (2021) 2, (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malins, Jeffrey G.) ORCID (Landi, Nicole) ORCID (Ryherd, Kayleigh) ORCID (Frijters, Jan C.) ORCID (Magnuson, James S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13023
Schlagwörter	Learning Disabilities; Comparative Analysis; Vocabulary Development; Reading Comprehension; Reading Difficulties; Language Impairments; Comorbidity; Phonology; Auditory Discrimination; Language Processing; Language Acquisition; Rhyme; Retention (Psychology); Item Analysis; Measures (Individuals); Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Wortschatzarbeit; Leseverstehen; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Fonologie; Sprachverarbeitung; Sprachaneignung; Spracherwerb; Reim; Merkfähigkeit; Itemanalyse; Messdaten; Child; Kind; Kinder
Abstract	Word learning is critical for the development of reading and language comprehension skills. Although previous studies have indicated that word learning is compromised in children with reading disability (RD) or developmental language disorder (DLD), it is less clear how word learning difficulties manifest in children with comorbid RD and DLD. Furthermore, it is unclear whether word learning deficits in RD or DLD include difficulties with offline consolidation of newly learned words. In the current study, we employed an artificial lexicon learning paradigm with an overnight design to investigate how typically developing (TD) children (N = 25), children with only RD (N = 93), and children with both RD and DLD (N = 34) learned and remembered a set of phonologically similar pseudowords. Results showed that compared to TD children, children with RD exhibited: (i) slower growth in discrimination accuracy for cohort item pairs sharing an onset (e.g. "pibu-pibo"), but not for rhyming item pairs (e.g. "pibu-dibu"); and (ii) lower discrimination accuracy for both cohort and rhyme item pairs on Day 2, even when accounting for differences in Day 1 learning. Moreover, children with comorbid RD and DLD showed learning and retention deficits that extended to unrelated item pairs that were phonologically dissimilar (e.g. "pibu-tupa"), suggestive of broader impairments compared to children with only RD. These findings provide insights into the specific learning deficits underlying RD and DLD and motivate future research concerning how children use phonological similarity to guide the organization of new word knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01