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Facilitating Word-Learning Abilities in Children with Specific Language Impairment ...
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Abstract:
Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills ...
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Keyword:
Intervention; Phonological awareness; Semantics; Specific Language Impairment; Word-Learning
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URL: https://dx.doi.org/10.26021/6644
https://ir.canterbury.ac.nz/handle/10092/2698
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Facilitating Word-Learning Abilities in Children with Specific Language Impairment
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