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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.
Observational Model: Case Control, Time Perspective: Prospective
Univ. of Missouri Dept. of Communication Science & Disorders
University of Missouri-Columbia
Published on BioPortfolio: 2014-07-24T14:20:03-0400
In the United Kingdom, the language of the Deaf community is British Sign Language (BSL). A small proportion of Deaf young people who use BSL as their first or dominant language have speci...
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Rehabilitation of persons with language disorders or training of children with language development disorders.
Conditions characterized by deficiencies of comprehension or expression of written and spoken forms of language. These include acquired and developmental disorders.
Conditions characterized by language abilities (comprehension and expression of speech and writing) that are below the expected level for a given age, generally in the absence of an intellectual impairment. These conditions may be associated with DEAFNESS; BRAIN DISEASES; MENTAL DISORDERS; or environmental factors.
Disorders of verbal and nonverbal communication caused by receptive or expressive LANGUAGE DISORDERS, cognitive dysfunction (e.g., MENTAL RETARDATION), psychiatric conditions, and HEARING DISORDERS.
Procedures for assisting a person with a speech or language disorder to communicate with maximum efficiency.
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