Effects of Signs on Word Learning by Children with Developmental Language Disorder

Autor/inn/en	van Berkel-van Hoof, Lian; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo
Titel	Effects of Signs on Word Learning by Children with Developmental Language Disorder
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 6, S.1798-1812 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Signs; Children; Language Impairments; Developmental Disabilities; Comparative Analysis; Linguistics; Cognitive Ability; Vocabulary Skills; Accuracy; Reading Rate; Vocabulary Development; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Zeichensystem; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Linguistik; Denkfähigkeit; Aktiver Wortschatz; Reading readiness; Reading speed; Lesegeschwindigkeit; Wortschatzarbeit; Unterrichtserfolg
Abstract	Purpose: This study investigated the effects of signs on word learning by children with developmental language disorder (DLD), in comparison with typically developing (TD) children, and the relation between a possible sign effect and children's linguistic and cognitive abilities. Method: Nine- to 11-year-old children with DLD (n = 40) and TD children (n = 26) participated in a word learning experiment. Half of the spoken pseudowords were taught with a pseudosign with learning outcomes being assessed in accuracy and speed. To investigate whether sign effects would hold for children with varying linguistic and cognitive abilities, we measured children's linguistic (vocabulary, syntax) and cognitive (divided attention, working memory [WM], lexical access) skills. Results: The children with DLD showed a positive sign effect in both accuracy and speed. For the TD children, there was no effect of signs on word learning. Principal component analyses of the linguistic and cognitive measures evidenced a 4-component solution (language skills, visual WM, verbal WM, and executive attention). Repeated-measures analyses of covariance with the component scores as covariates yielded no significant interactions with the linguistic and cognitive components. Conclusions: Our results suggest that children with DLD benefit from signs for word learning, regardless of their linguistic and cognitive abilities. This implies that using sign-supported speech as a means to improve the vocabulary skills of children with DLD is effective, even still at the age of 9-11 years. (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