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ERIC Number: EJ961961
Record Type: Journal
Publication Date: 2010-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0269-9206
Learning Word Meanings during Reading by Children with Language Learning Disability and Typically-Developing Peers
Steele, Sara C.; Watkins, Ruth V.
Clinical Linguistics & Phonetics, v24 n7 p520-539 Jun 2010
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 less than 0.001) and multiple-choice (p less than 0.001) tasks. For both groups, there was no effect for position of informative context (p = 0.867) or number of exposures (p = 0.223). 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. (Contains 1 note and 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test; Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals; Test of Nonverbal Intelligence