Abstract
Objectives: In order to find effective vocabulary intervention methods for children with delayed language, this study focused on a vocabulary list that teaches them. In this study, we examined whether arbitrating a vocabulary list that shared the same semantic network with children with delayed language would help children’s receptive and expressive vocabulary learning. Methods: For this study, A total of 13 children with specific impairment language aged 4-5 years participated in this study. We conducted a Mann-Whitney U test with the data. Results: There was no statistically significant difference in receptive vocabulary learning rates between groups arbitrated under a Semantic Network and those that were not. In the case of expressive vocabulary learning rates, it was significantly higher in groups taught under the Semantic Network. Results showed that generalizations to expressive vocabulary exhibited no statistically significant differences between the two groups, but generalizations to receptive vocabulary showed significantly higher rates in groups that applied the Semantic Network. Conclusion: We found that when teaching vocabulary to children with Specific language disabilities, arbitrating a list of vocabulary sharing semantic networks is more effective when learning expressive vocabulary and generalizing receptive vocabulary.
Translated title of the contribution | The Effect of Vocabulary Intervention Based on a Semantic Network on Vocabulary Learning in Children with Language Delay |
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Original language | English |
Pages (from-to) | 743-757 |
Number of pages | 15 |
Journal | Communication Sciences and Disorders |
Volume | 27 |
Issue number | 4 |
DOIs | |
State | Published - 2022 |
Bibliographical note
Publisher Copyright:© 2022 Korean Academy of Speech-Language Pathology and Audiology
Keywords
- Episodic buffer
- Expressive vocabulary
- Receptive vocabulary
- Semantic network
- Specific language impairment