Steele Sara C
Communication Sciences and Disorders, Saint Louis University , St. Louis, MO , USA.
Int J Speech Lang Pathol. 2015 Apr;17(2):172-84. doi: 10.3109/17549507.2014.979872. Epub 2015 Jan 23.
The study was undertaken to determine how position of informative context, rate of word presentation and part of speech impacted novel word learning during reading in children with language learning disability.
Children with language learning disability (LLD; n = 13), age-matched peers (n = 13) and vocabulary-matched peers (n = 13) read four narrative passages containing 10 nouns and 10 verbs. Informative context provided clues to word meanings and was either adjacent or non-adjacent to the target words. Target words occurred either twice (low rate) or 5-times (high rate). Following reading, word learning was assessed using dynamic assessment, including oral definitions, contextual clues and forced choices.
Overall, age-matched peers performed better than children with LLD and vocabulary-matched peers, who performed similarly. No effect was found for position of informative context; however, word learning improved with high rate of presentation for children with LLD. Nouns were easier to learn than verbs for all groups.
Results indicated that children with LLD show limitations gaining semantic knowledge of novel words during reading, which could negatively impact their overall rate of vocabulary acquisition.
本研究旨在确定信息性语境的位置、单词呈现速度和词性如何影响语言学习障碍儿童在阅读过程中的新词学习。
语言学习障碍儿童（LLD；n = 13）、年龄匹配的同龄人（n = 13）和词汇匹配的同龄人（n = 13）阅读四篇包含10个名词和10个动词的叙述性文章。信息性语境为单词含义提供线索，与目标单词相邻或不相邻。目标单词出现两次（低频率）或5次（高频率）。阅读后，使用动态评估对单词学习进行评估，包括口头定义、语境线索和强制选择。
总体而言，年龄匹配的同龄人表现优于语言学习障碍儿童和词汇匹配的同龄人，后两者表现相似。未发现信息性语境位置有影响；然而，对于语言学习障碍儿童，高呈现频率可提高单词学习效果。所有组中，名词比动词更容易学习。
结果表明，语言学习障碍儿童在阅读过程中获取新词语义知识存在局限性，这可能会对他们的整体词汇习得速度产生负面影响。
