TY - JOUR
T1 - Definitional skill in school-age children with specific language impairment
AU - Marinellie, Sally A.
AU - Johnson, Cynthia J.
N1 - Funding Information:
This research was completed in partial fulfillment of the Doctor of Philosophy degree and was supported in part by the US Department of Education Grant #H029D60035. The opinions expressed herein, however, do not necessarily reflect the position or policy of the US Department of Education. The authors wish to thank the administrators, teachers, and children in the Danville, Illinois public schools for their support and cooperation. We also wish to thank Ami Howard, Heather Hollett, and Andrea Owens for their assistance in data collection and analysis, language sampling, transcription, and reliability. Finally, we thank Dr. Ruth Watkins, Dr. Adele Proctor and the anonymous reviewers for their valuable comments and suggestions. Appendix A
PY - 2002
Y1 - 2002
N2 - The purpose of the present study was to investigate the definitional skills in children with specific language impairment (SLI). Fifteen children with SLI and 15 matched control participants were asked to define 10 common high-frequency nouns (e.g., apple, horse, and boat). Definitions were scored for both content and form. Children with SLI scored significantly lower than children with typically developing language for both content and form. Results suggest that lexical access and/or lack of metalinguistic knowledge were potential causes for the lower scores earned by the children with SLI when defining common nouns. Implications for assessment of and intervention for definitional skill are discussed. Learning outcomes: The reader will be able to explain the importance of definitional skill and how this skill generally develops in typically developing children. The reader will be able to describe the performance, in terms of content and form, of children with SLI and their typically developing peers in defining common high-frequency nouns. The reader will also be able to discuss what possible impact linguistic knowledge, metalinguistic knowledge, and lexical access have on children with SLI in defining the common nouns in this study.
AB - The purpose of the present study was to investigate the definitional skills in children with specific language impairment (SLI). Fifteen children with SLI and 15 matched control participants were asked to define 10 common high-frequency nouns (e.g., apple, horse, and boat). Definitions were scored for both content and form. Children with SLI scored significantly lower than children with typically developing language for both content and form. Results suggest that lexical access and/or lack of metalinguistic knowledge were potential causes for the lower scores earned by the children with SLI when defining common nouns. Implications for assessment of and intervention for definitional skill are discussed. Learning outcomes: The reader will be able to explain the importance of definitional skill and how this skill generally develops in typically developing children. The reader will be able to describe the performance, in terms of content and form, of children with SLI and their typically developing peers in defining common high-frequency nouns. The reader will also be able to discuss what possible impact linguistic knowledge, metalinguistic knowledge, and lexical access have on children with SLI in defining the common nouns in this study.
KW - Academic achievement
KW - Language development
KW - Metalinguistics
KW - Vocabulary
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U2 - 10.1016/S0021-9924(02)00056-4
DO - 10.1016/S0021-9924(02)00056-4
M3 - Article
C2 - 12064786
AN - SCOPUS:0036082744
SN - 0021-9924
VL - 35
SP - 241
EP - 259
JO - Journal of Communication Disorders
JF - Journal of Communication Disorders
IS - 3
ER -