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Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust

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Area of Science:

  • Child Language Acquisition
  • Developmental Psychology
  • Speech and Hearing Science

Background:

  • Learning novel words and their phonological forms is challenging for children with developmental language disorder (DLD).
  • Effective word representation involves both encoding during input and consolidation between input periods.

Purpose of the Study:

  • To investigate differences in word form encoding and consolidation during slow mapping between preschool children with DLD and typical development (TD).

Main Methods:

  • Preschool children (9 DLD, 9 TD) learned nine form-referent pairs over consecutive days.
  • Encoding was assessed by naming accuracy post-training; consolidation by naming accuracy pre-training after overnight sleep.
  • Long-term retention was evaluated one month post-training.

Main Results:

  • Children with DLD exhibited poorer phonological precision and accuracy in producing word forms compared to TD peers, indicating impaired encoding.
  • Both DLD and TD groups showed comparable abilities in consolidating word forms between training sessions.
  • Long-term retention of word forms after one month was similar for both groups.

Conclusions:

  • Word learning difficulties in children with DLD are primarily attributed to encoding deficits.
  • Consolidation and long-term retention processes appear intact in children with DLD.
  • Clinicians and educators should implement robust, multi-session training to enhance word encoding support for children with DLD.