4. Nonword Repetition and Word Learning in Children with Specific Language Impairment

Kerianne Schoff Butler University
Faculty Sponsor(s): Sofia Souto Butler University
Children with specific language impairment (SLI) are notorious for small vocabulary, in addition to an inconsistent use of grammatical morphemes. Children with poor vocabulary are likely to have difficulty learning new words. Many skills required for word learning overlap with those required for tests of nonword repetition. Among skills of perception, encoding, and production, children must hear the sounds correctly, hold those sounds in short-term memory, plan the production of those sounds, and then say the new word correctly. This overlap in skills suggests a strong relationship between the two tasks. The current study explores the relationship between nonword repetition performance and novel word learning abilities in children with SLI as compared to their typically developing (TD) age-matched peers. Nine children with SLI and nine TD children completed a nonword repetition test (NRT) and a novel word learning task. Analysis of the relationship between the two tasks showed few significant meaningful correlations for TD children and no significant correlations for those with SLI. This suggests that tasks of nonword repetition and encoding in word learning may not be tapping into the same mechanism, and that the relationship between the two is not as strong as first assumed.
Communication Sciences & Disorders
Poster Presentation

When & Where

Irwin Library 2nd Floor