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The Effects of Semantic and Phonolog...

Mundrick, Sarah E.

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The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children./
Author:	Mundrick, Sarah E.
Description:	50 p.
Notes:	Source: Masters Abstracts International, Volume: 51-03.
Contained By:	Masters Abstracts International51-03(E).
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1519584
ISBN:	9781267653048

The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children.
Mundrick, Sarah E.

The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children. - 50 p.

Source: Masters Abstracts International, Volume: 51-03.

Thesis (M.S.)--The William Paterson University of New Jersey, 2012.

The present study compared the effectiveness of three types of vocabulary instruction in fifteen communication impaired children ranging from 6;8 to 11;7 with a mean age of 8;9. Subjects were administered word learning tasks evaluating the effect of phonological, semantic, or combined semantic + phonological cueing on the expressive and receptive vocabulary acquisition of nine novel vocabulary words. Three words were taught with direct instruction in each condition for a total of two times followed by both comprehension and production probes. Delayed retention probes were administered two weeks following the final word learning session. Results of two repeated measures 2x3x3 mixed model factorial analyses of variance did not reveal a significant main effect for the methods of training, group, or repetition when evaluating both production and comprehension means. A paired samples T test revealed children produced and retained more words in the semantic only condition versus the semantic + phonological word learning condition. These findings suggest that language impaired children benefit from semantic only cues provided during novel word learning tasks.

ISBN: 9781267653048Subjects--Topical Terms:

520446
Speech therapy.

The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children.
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020 $a 9781267653048
035 $a (MiAaPQ)AAI1519584
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040 $a MiAaPQ $c MiAaPQ
100 1 $a Mundrick, Sarah E. $3 3186757
245 1 4 $a The Effects of Semantic and Phonological Cueing on Vocabulary Acquisition in Language Impaired Children.
300 $a 50 p.
500 $a Source: Masters Abstracts International, Volume: 51-03.
500 $a Adviser: Vishwa Bhat.
502 $a Thesis (M.S.)--The William Paterson University of New Jersey, 2012.
520 $a The present study compared the effectiveness of three types of vocabulary instruction in fifteen communication impaired children ranging from 6;8 to 11;7 with a mean age of 8;9. Subjects were administered word learning tasks evaluating the effect of phonological, semantic, or combined semantic + phonological cueing on the expressive and receptive vocabulary acquisition of nine novel vocabulary words. Three words were taught with direct instruction in each condition for a total of two times followed by both comprehension and production probes. Delayed retention probes were administered two weeks following the final word learning session. Results of two repeated measures 2x3x3 mixed model factorial analyses of variance did not reveal a significant main effect for the methods of training, group, or repetition when evaluating both production and comprehension means. A paired samples T test revealed children produced and retained more words in the semantic only condition versus the semantic + phonological word learning condition. These findings suggest that language impaired children benefit from semantic only cues provided during novel word learning tasks.
590 $a School code: 0610.
650 4 $a Speech therapy. $3 520446
650 4 $a Communication. $3 524709
650 4 $a Language. $3 643551
690 $a 0460
690 $a 0459
690 $a 0679
710 2 $a The William Paterson University of New Jersey. $b Communication Disorders. $3 1671633
773 0 $t Masters Abstracts International $g 51-03(E).
790 $a 0610
791 $a M.S.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1519584