Partial Word Knowledge Growth in Children With LLD
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
|Official Title:||Partial Word Knowledge Growth in Children With LLD|
- Percent words learned for each of 5 partial word knowledge types [ Time Frame: 2 weeks ] [ Designated as safety issue: No ]
|Study Start Date:||May 2006|
|Study Completion Date:||December 2009|
Children with language-learning disabilities reading at approximately a 6th grade level
Typical language learners each of whom is pair match to an experimental participant by age and gender.
Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00547833
|United States, Missouri|
|Univ. of Missouri Dept. of Communication Science & Disorders|
|Columbia, Missouri, United States, 65211|
|Principal Investigator:||Stacy A Wagovich, PhD||University of Missouri-Columbia|