The Structure of Word Learning in Young School-Age Children.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
  • Additional Information
    • Affiliation:
      Arizona State University, Tempe
      University of Arizona, Tucson
      MGH Institute of Health Professions, Boston, MA
      University of Missouri, Columbia
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Purpose: We investigated four theoretically based latent variable models of word learning in young school-age children. Method: One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and production of the phonological and semantic representations of novel words and their ability to link those representations. The tasks encompassed the triggering and configuration stages of word learning. Results: Results showed that a latent variable model with separate phonological and semantic factors and linking indicators constrained to load on the phonological factor best fit the data. Discussion: The structure of word learning during triggering and configuration reflects separate but related phonological and semantic factors. We did not find evidence for a unidimensional latent variable model of word learning or for separate receptive and expressive word learning factors. In future studies, it will be interesting to determine whether the structure of word learning differs during the engagement stage of word learning when phonological and semantic representations, as well as the links between them, are sufficiently strong to affect other words in the lexicon.
    • Journal Subset:
      Allied Health; Peer Reviewed; USA
    • Instrumentation:
      Test of Word Reading Efficiency (TOWRE)
      Expressive Vocabulary Test (EVT)
      Kaufman Assessment Battery for Children (K-ABC)
      ADHD Rating Scale (ADHD-RS)
      Goldman-Fristoe Test of Articulation-2 (GFTA-2)
      Clinical Evaluation of Language Fundamental-4 (CELF-4)
      Woodcock Reading Mastery Tests (WRMT)
    • ISSN:
      1092-4388
    • MEDLINE Info:
      NLM UID: 9705610
    • Grant Information:
      This work was funded by a grant from the National Institutesof Health - National Institute of Deafness and Other CommunicationDisorders to Principal Investigator Shelley Gray(R01 DC010784).
    • Publication Date:
      20200710
    • Publication Date:
      20200710
    • DOI:
      http://dx.doi.org/10.1044/2020_JSLHR-19-00186
    • Accession Number:
      143772187
  • Citations
    • ABNT:
      GRAY, S. et al. The Structure of Word Learning in Young School-Age Children. Journal of Speech, Language & Hearing Research, [s. l.], v. 63, n. 5, p. 1446–1466, 2020. DOI 10.1044/2020_JSLHR-19-00186. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=143772187. Acesso em: 7 ago. 2020.
    • AMA:
      Gray S, Lancaster H, Alt M, et al. The Structure of Word Learning in Young School-Age Children. Journal of Speech, Language & Hearing Research. 2020;63(5):1446-1466. doi:10.1044/2020_JSLHR-19-00186
    • APA:
      Gray, S., Lancaster, H., Alt, M., Hogan, T. P., Green, S., Levy, R., & Cowan, N. (2020). The Structure of Word Learning in Young School-Age Children. Journal of Speech, Language & Hearing Research, 63(5), 1446–1466. https://doi.org/10.1044/2020_JSLHR-19-00186
    • Chicago/Turabian: Author-Date:
      Gray, Shelley, Hope Lancaster, Mary Alt, Tiffany P. Hogan, Samuel Green, Roy Levy, and Nelson Cowan. 2020. “The Structure of Word Learning in Young School-Age Children.” Journal of Speech, Language & Hearing Research 63 (5): 1446–66. doi:10.1044/2020_JSLHR-19-00186.
    • Harvard:
      Gray, S. et al. (2020) ‘The Structure of Word Learning in Young School-Age Children’, Journal of Speech, Language & Hearing Research, 63(5), pp. 1446–1466. doi: 10.1044/2020_JSLHR-19-00186.
    • Harvard: Australian:
      Gray, S, Lancaster, H, Alt, M, Hogan, TP, Green, S, Levy, R & Cowan, N 2020, ‘The Structure of Word Learning in Young School-Age Children’, Journal of Speech, Language & Hearing Research, vol. 63, no. 5, pp. 1446–1466, viewed 7 August 2020, .
    • MLA:
      Gray, Shelley, et al. “The Structure of Word Learning in Young School-Age Children.” Journal of Speech, Language & Hearing Research, vol. 63, no. 5, May 2020, pp. 1446–1466. EBSCOhost, doi:10.1044/2020_JSLHR-19-00186.
    • Chicago/Turabian: Humanities:
      Gray, Shelley, Hope Lancaster, Mary Alt, Tiffany P. Hogan, Samuel Green, Roy Levy, and Nelson Cowan. “The Structure of Word Learning in Young School-Age Children.” Journal of Speech, Language & Hearing Research 63, no. 5 (May 2020): 1446–66. doi:10.1044/2020_JSLHR-19-00186.
    • Vancouver/ICMJE:
      Gray S, Lancaster H, Alt M, Hogan TP, Green S, Levy R, et al. The Structure of Word Learning in Young School-Age Children. Journal of Speech, Language & Hearing Research [Internet]. 2020 May [cited 2020 Aug 7];63(5):1446–66. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=rzh&AN=143772187