DLD
Conditions
Keywords
developmental language disorder, vocabulary, intervention, bilingual, reading, phonotactic probability, word learning,
Brief summary
The purpose of the study is to investigate how phonotactic probability) and orthography affect vocabulary by children with low oral language levels. The investigators will use a 2 x 2 within-subjects factorial design where every participant receives the treatment. This 12-week study aims to improve vocabulary learning efficiency for children with low oral language levels. The study's findings will uniquely contribute to the field in that this is the first research study using real words instead of nonwords while combining word learning research with vocabulary learning.
Detailed description
The investigators are proposing a vocabulary intervention that analyzes word sounds and sound segments. This analysis offers valuable insights into how children at risk for specific learning disabilities, such as dyslexia, DLD or speech and language impairments, learn words differently from typically developing children.
Interventions
BEHAVIORALVOCAB +
The purpose of the study is to investigate how phonotactic probability and orthography effect vocabulary learning by children with low oral language levels. We will be using a 2 x 2 within-subjects factorial design where every participant serves as their own control. This 12-week study aims to improve the efficiency of vocabulary learning for children with low oral language levels. The four interventions that are all participants will be exposed to are the following: high pp words with orthography; high pp words without orthography; low pp words with orthography; low pp words without orthography.
Sponsors
Arizona State University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
Within subject single group assignment
Eligibility
Sex/Gender
ALL
Age
8 Years to 9 Years
Healthy volunteers
Yes
Inclusion criteria
Enrolled in or just completed third grade.
Exclusion criteria
Any diagnosis of sensory impairments A diagnosis of autism or traumatic brain injury
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| 1. Vocabulary Production 2. Vocabulary Recognition 3. Vocabulary Comprehension 4. Spelling | up to 12 weeks | 1. Production Number of correctly produced target words (range 0-32), measured using a picture-naming task, scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Posttest (Weeks 11-12) 2. Recognition Number of correctly identified target words from a 4-choice array (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Posttest (Weeks 11-12) 3. Comprehension Number of correctly selected target images from a 4-option array (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Posttest (Weeks 11-12) 4. Spelling Number of correctly spelled target words (range 0-32), measured using a dictated spelling task, scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Posttest (Weeks 11-12) |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| 1. Learning Change Vocabulary Production 2. Learning Change Vocabulary Recognition 3. Learning Change Vocabulary Comprehension 4. Learning Change Vocabulary Spelling | up to 12 weeks | 1. Production Change in the number of correctly produced target words (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct, measured at baseline and posttest. Time Frame Baseline (Weeks 1-2) to Posttest (Weeks 11-12) 2. Recognition Change in the number of correctly identified target words (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct, measured at baseline and posttest. Time Frame Baseline (Weeks 1-2) to Posttest (Weeks 11-12) 3. Comprehension Change in the number of correctly selected target images (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct, measured at baseline and posttest. Time Frame Baseline (Weeks 1-2) to Posttest (Weeks 11-12) 4. Spelling Description Change in the number of correctly spelled target words (range 0-32), scored as correct (1) or incorrect (0), and reported as percentage correct, measured at baseline and posttest.(Weeks 1-2) to Posttest |
| 1. Daily Vocabulary Production 2. Daily Vocabulary Recognition 3. Daily Vocabulary Comprehension 4.Daily Vocabulary Spelling | Weeks 3-10 | 1. Production Number of correctly produced target words per session (range 0-4), measured using a picture-naming task, scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Four times per week during the intervention period (Weeks 3-10) 2. Recognition Number of correctly identified target words per session from a 4-choice array (range 0-4), scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Four times per week during the intervention period (Weeks 3-10) 3. Comprehension Number of correctly selected target images per session from a 4-option array (range 0-4), scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame Four times per week during the intervention period (Weeks 3-10) 4. Spelling Number of correctly spelled target words per session (range 0-4), scored as correct (1) or incorrect (0), and reported as percentage correct. Time Frame four times per week during the intervention |
Countries
United States
Outcome results
None listed