Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies

dc.contributor.author	McDowell, Kimberly D.
dc.contributor.author	Carroll, Jeri A.
dc.date.accessioned	2012-03-21T16:00:38Z
dc.date.available	2012-03-21T16:00:38Z
dc.date.issued	2012-02
dc.identifier.citation	McDowell K.D., and Carroll J. 2012. "Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies". Child Language Teaching and Therapy. 28 (1): 101-121.	en_US
dc.identifier.issn	0265-6590
dc.identifier.issn	1477-0865
dc.identifier.other	WOS: 000300744800007
dc.identifier.uri	http://hdl.handle.net/10057/4915
dc.identifier.uri	http://dx.doi.org/10.1177/0265659011432015
dc.description	Click on the DOI link below to access the article (may not be free).	en_US
dc.description.abstract	The purpose of this study was twofold: (1) to examine the relations between speech sound accuracy, vocabulary, and phonological awareness, and (2) to examine the effect of word properties of neighborhood density and phonotactic probability on word learning within a storybook context, for children with and without speech sound inaccuracies. Fifty K–1 children (aged 5–6 years; 25 with, 25 without speech sound inaccuracies) completed inclusionary measures of oral language, speech sound accuracy, hearing screening, oral–motor screening, and nonverbal intelligence. Participants completed study-specific measures of standardized receptive and expressive vocabulary, stimuli-specific vocabulary knowledge, and phonological awareness. Twice weekly, for 30 minutes, an 11-week storybook-based intervention took place, targeting word learning, with words selected based on density and probability. Storybooks were researcher generated to intentionally manipulate the word properties of the stimuli words. Each storybook contained two stimuli words, four exposures per word per reading. Results indicated that both speech sound accuracy and vocabulary predicted unique variance in phonological awareness in children with speech sound inaccuracies. No statistically significant differences in the absolute number of words children learned emerged. Group differences were noted in emerging word knowledge with typically developing children outperforming children with speech sound inaccuracies. Differences were noted in the types of words that children learned. Results suggest that children with speech sound inaccuracies may be at risk for later reading difficulties. Speech language pathologists need to be targeting words that promote change within a child’s phonological system (sublexical) and his/her lexical system.	en_US
dc.language.iso	en_US	en_US
dc.publisher	SAGE Publications	en_US
dc.relation.ispartofseries	Child Language Teaching and Therapy;2012:, v.28, no.1
dc.subject	Preschool	en_US
dc.subject	Vocabulary	en_US
dc.subject	Phonological awareness	en_US
dc.subject	Word properties	en_US
dc.subject	Speech sound accuracies/inaccuracies	en_US
dc.subject	Articulation	en_US
dc.subject	Storybook intervention	en_US
dc.title	Manipulating word properties: Targeting vocabulary learning for children with and without speech sound inaccuracies	en_US
dc.type	Article	en_US
dc.description.version	Peer reviewed article
dc.rights.holder	Copyright © The Author(s), 2011