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Partial Word Knowledge Growth in Children With LLD

2014-07-24 14:20:03 | BioPortfolio

Summary

Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a primary means of exposure to new vocabulary for typically developing children. Although these children would not be expected to master a new word through a single exposure to it in text, children show evidence of partial word knowledge growth (e.g., Wagovich & Newhoff, 2004). The purpose of this project is to characterize the partial word knowledge growth of children with LLD, in comparison to children with typical language skills. Five forms of partial word knowledge (e.g., orthographic, word discrimination, syntactic, emotional content, and general semantic domain knowledge) are being measured. The study's hypotheses are that children with LLD, like typically developing peers, will demonstrate partial word knowledge growth from exposure to unfamiliar words in text, but that they will show a different pattern of growth across the five forms of partial word knowledge being assessed.

Study Design

Observational Model: Case Control, Time Perspective: Prospective

Conditions

Language Disorders

Location

Univ. of Missouri Dept. of Communication Science & Disorders
Columbia
Missouri
United States
65211

Status

Completed

Source

University of Missouri-Columbia

Results (where available)

View Results

Links

Published on BioPortfolio: 2014-07-24T14:20:03-0400

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