Direct Instruction Improves Word Learning for Children With Developmental Language Disorder

• Published in: Journal of speech, language, and hearing research Vol. 65; no. 11; pp. 4228 - 4249
• Main Authors: Pomper, Ron, McGregor, Karla K., Arbisi-Kelm, Timothy, Eden, Nichole, Ohlmann, Nancy
• Format: Journal Article
• Language: English
• Published: United States American Speech-Language-Hearing Association 01.11.2022
• Subjects: Attention Control; Care and treatment; Child; Children; Cognitive Measurement; Developmental Disabilities; Diagnosis; Direct Instruction; Elementary School Students; Grade 1; Health aspects; Humans; Instructional Effectiveness; Language; Language acquisition; Language Development; Language Development Disorders - psychology; Language Development Disorders - therapy; Language disorders; Language Impairments; Language Tests; Memory; Methods; Phonology; Receptive Language; Retention (Psychology); Semantics; Study and teaching; Verbal Learning; Vocabulary; Vocabulary Development; Word (Linguistics); Word Recognition; United States

Purpose: The current study compared the effects of direct instruction versus indirect exposure on multiple aspects of novel word learning for children with developmental language disorder (DLD) and children with typical language development (TLD). Method: Participants included 36 children with DLD a...