Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

323
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
323
Language Development01:22

Language Development

317
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
317
Learning Disabilities01:25

Learning Disabilities

84
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
84
Health Literacy01:21

Health Literacy

4.0K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
4.0K
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

35
Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values,...
35
Information Processing Approach01:30

Information Processing Approach

30
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
30

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The feasibility of using a train-the-trainer model for vocabulary intervention for Spanish-exposed late talkers: A single-subject experimental design.

International journal of speech-language pathology·2026
Same author

Statistical Learning in Dynamic Assessment to Identify Developmental Language Disorder in Spanish-English-Speaking Preschoolers: A Feasibility Study.

Language, speech, and hearing services in schools·2026
Same author

Beyond Toddlerhood: Rates of Impairment, Strengths, and Challenges in the Communication Outcomes of Former Late Talkers.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Does Executive Function Performance Predict Treatment Response in Preschoolers With Developmental Language Disorder?

American journal of speech-language pathology·2025
Same author

Comparing Self-Efficacy, Self-Compassion, and Growth Mindset Among Adults With and Without Traumatic Brain Injury.

American journal of speech-language pathology·2025
Same author

Examining Potential Mediators of the Relationship Between Developmental Language Disorder and Executive Function Performance in Preschoolers.

Journal of speech, language, and hearing research : JSLHR·2025
Same journal

Temporal Processing and Literacy Skills in Children With Hearing Aids.

Language, speech, and hearing services in schools·2026
Same journal

Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol.

Language, speech, and hearing services in schools·2026
Same journal

The Unique Voice Profile of Children With Auditory Brainstem Implants: A Novel Study on Voice Onset Time.

Language, speech, and hearing services in schools·2026
Same journal

Evaluating Childhood Apraxia of Speech in Cantonese-Speaking Children: A Tutorial Based on Available Evidence.

Language, speech, and hearing services in schools·2026
Same journal

"It's My Way of Being a Person": A Preliminary Interprofessional Inquiry Into the Social-Emotional Needs of Elementary Students With Communication Disorders.

Language, speech, and hearing services in schools·2026
Same journal

Enhancing Writing Assessment With Automated Tools: An Exploratory Analysis of Third-Grade Narratives Using ScriptSense.

Language, speech, and hearing services in schools·2026
See all related articles

Related Experiment Video

Updated: Jun 5, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

692

Science Vocabulary and Science Achievement of Children With Language/Literacy Disorders and Typical Language

Jessie A Erikson1, Mary Alt1, Adarsh Pyarelal2

  • 1Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson.

Language, Speech, and Hearing Services in Schools
|December 10, 2024
PubMed
Summary
This summary is machine-generated.

Children with language/literacy disorders (LLDs) show lower science achievement and vocabulary. Improving science vocabulary can boost science scores for all students, including those with LLDs.

More Related Videos

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.4K
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.7K

Related Experiment Videos

Last Updated: Jun 5, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

692
Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

18.4K
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.7K

Area of Science:

  • Educational Psychology
  • Linguistics
  • Science Education

Background:

  • Language and literacy disorders (LLDs) significantly impact academic performance.
  • Science achievement is closely linked to specialized vocabulary knowledge.
  • Understanding these relationships is crucial for targeted educational interventions.

Purpose of the Study:

  • To investigate science achievement and vocabulary knowledge in children with LLDs and typical development (TD).
  • To examine the relationship between science vocabulary, general language skills, and science achievement.
  • To compare science achievement and vocabulary measures between students with LLDs and TD.

Main Methods:

  • Sixth-grade students (N=39, including 11 with LLDs) completed assessments via Zoom.
  • Science achievement was measured using AIMS Science scores.
  • Linear regression and group comparisons analyzed relationships and differences.

Main Results:

  • General language skills, science vocabulary breadth, and definition scores predicted science achievement.
  • Students with LLDs scored lower on science achievement and vocabulary measures than TD peers.
  • General language skills influenced performance on science vocabulary tasks.

Conclusions:

  • Students with LLDs exhibit deficits in science achievement and vocabulary breadth/depth.
  • Enhanced science vocabulary knowledge correlates with higher science achievement for all students.
  • Interventions to boost science vocabulary may improve science outcomes for students with and without LLDs.