Weaknesses in Lexical-Semantic Knowledge among College Students with Specific Learning Disabilities: Evidence from a Semantic Fluency Task

Autor/inn/en	Hall, Jessica; McGregor, Karla K.; Oleson, Jacob
Titel	Weaknesses in Lexical-Semantic Knowledge among College Students with Specific Learning Disabilities: Evidence from a Semantic Fluency Task
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 3, S.640-653 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2016_JSLHR-L-15-0440
Schlagwörter	Executive Function; Semantics; Memory; Young Adults; Learning Disabilities; College Students; Language Skills; Knowledge Level; Comparative Analysis; Language Fluency; Predictor Variables; Cluster Grouping + Suchen Sie Ihr Suchwort? Semantik; Gedächtnis; Young adult; Junger Erwachsener; Learning handicap; Lernbehinderung; Collegestudent; Language skill; Sprachkompetenz; Wissensbasis; Language skills; Prädiktor; Eingruppierung
Abstract	Purpose: The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method: One hundred eighty-five students with LD (n = 53) or normal language development (ND, n = 132) named items in the categories "animals" and "food" for 1 minute for each category and completed tests of lexical-semantic knowledge and executive control of memory. Groups were compared on total names, mean cluster size, frequency of embedded clusters, frequency of cluster switches, and change in fluency over time. Secondary analyses of variability within the LD group were also conducted. Results: The LD group was less fluent than the ND group. Within the LD group, lexical-semantic knowledge predicted semantic fluency and cluster size; executive control of memory predicted semantic fluency and cluster switches. The LD group produced smaller clusters and fewer embedded clusters than the ND group. Groups did not differ in switching or change over time. Conclusions: Deficits in the lexical-semantic system associated with LD may persist into young adulthood, even among those who have managed their disability well enough to attend college. Lexical-semantic deficits are associated with compromised semantic fluency, and the two problems are more likely among students with more severe disabilities. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01