Steele Sara C, Watkins Ruth V
Saint Louis University, Communication Sciences and Disorders, St. Louis, MO 63108, USA.
Clin Linguist Phon. 2010 Jun;24(7):520-39. doi: 10.3109/02699200903532474.
This study investigated whether children with language learning disability (LLD) differed from typically-developing peers in their ability to learn meanings of novel words presented during reading. Fifteen 9-11-year-old children with LLD and 15 typically-developing peers read four passages containing 20 nonsense words. Word learning was assessed through oral definition and multiple-choice tasks. Variables were position of informative context, number of exposures, part of speech, and contextual clues. The LLD group scored lower than same-aged peers on oral definition (p < .001) and multiple-choice (p < .001) tasks. For both groups, there was no effect for position of informative context (p = .867) or number of exposures (p = .223). All children benefitted from contextual clues. The findings suggested difficulty inferring and recalling word meanings during reading and pointed to the need for vocabulary intervention in the upper elementary years for children with LLD.
本研究调查了有语言学习障碍（LLD）的儿童在学习阅读过程中出现的新单词含义的能力方面是否与发育正常的同龄人存在差异。15名9至11岁有语言学习障碍的儿童和15名发育正常的同龄人阅读了四篇包含20个无意义单词的文章。通过口头定义和多项选择任务对单词学习进行评估。变量包括信息性语境的位置、接触次数、词性和语境线索。在口头定义任务（p < .001）和多项选择任务（p < .001）中，有语言学习障碍的儿童组得分低于同龄的正常儿童组。对于两组儿童来说，信息性语境的位置（p = .867）或接触次数（p = .223）均无影响。所有儿童都从语境线索中受益。研究结果表明，有语言学习障碍的儿童在阅读过程中难以推断和回忆单词的含义，这表明在小学高年级阶段需要对有语言学习障碍的儿童进行词汇干预。
