Variability of Input in Preposition Learning by Preschoolers with Developmental Language Disorder and Typically-Developing Language

Autor/inn/en	Nicholas, Katrina; Alt, Mary; Hauwiller, Ella
Titel	Variability of Input in Preposition Learning by Preschoolers with Developmental Language Disorder and Typically-Developing Language
Quelle	In: Child Language Teaching and Therapy, 35 (2019) 1, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659019830455
Schlagwörter	Linguistic Input; Form Classes (Languages); Language Acquisition; Preschool Children; Language Impairments; Teaching Methods; Vocabulary Development; Language Variation; Outcomes of Treatment; Case Studies; Comparative Analysis; Receptive Language; Language Tests; Scores; Learning Processes; Intelligence Tests; Intervention; Kaufman Assessment Battery for Children; Preschool Language Scale + Suchen Sie Ihr Suchwort? Sprachbildung; Analytischer Sprachbau; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Sprachenvielfalt; Case study; Fallstudie; Case Study; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Learning process; Lernprozess; Intelligence test; Intelligenztest
Abstract	The purpose of this study was to investigate the role of variability in teaching prepositions to preschoolers with typical development (TD) and developmental language disorder (DLD). Input variability during teaching can enhance learning, but is target dependent. We hypothesized that high variability of objects would improve preposition learning. We also examined other characteristics (e.g. vocabulary skills) of children who responded to treatment. We used a case series design, repeated across children (n = 18) to contrast how preschoolers learned prepositions in conditions that manipulated variability of objects and labels across three treatment sessions. We contrasted a high versus low variability condition for objects and labels for one group of typically-developing (TD) children (n = 6). In other groups (TD, n = 6; DLD, n = 6), we contrasted high versus low object variability only. Visual inspection and descriptive statistics were used to characterize gains. Half (n = 3) of TD participants showed a low variability advantage for the condition that combined object and label variability. In the condition that only contrasted object variability, the majority (n = 4) of TD participants showed a high variability advantage, compared to only two participants with DLD. In the high object variability condition, high receptive vocabulary scores were significantly correlated with high performance of learning prepositions (r[subscript s] = 0.71, p < 0.05). Combining high variability for objects and labels when teaching prepositions was not effective. However, high variability for objects can create a learning advantage for learning prepositions for children with typically developing language, but not all learners. Characteristics of different learners (e.g. receptive vocabulary scores) and language status (impaired or unimpaired) should be taken into consideration for future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01