Word Learning in a Supported-Learning Context by Preschool Children With Specific Language Impairment

Abstract

Word learning in a supported-learning context is described for 30 preschoolers with SLI and 30 age- and sex-matched children without SLI. Daily production probes assessed number of words learned to criterion, and daily posttests assessed comprehension of the words. Number of words produced to criterion differed between groups; however, the majority of children with SLI performed within the range of the children without SLI. Children typically comprehended words they did not produce to criterion. The relation between vocabulary-test and word-learning findings was not significant (p < .05). Findings for children with SLI indicate that (a) comprehension does not ensure same-word production, (b) word-learning potential cannot be inferred from test scores, and (c) a clinically significant variability in word-learning skills characterizes the disorder.