1. Do Orthographic Representations Support Word Learning in Children?
- Author
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Grace T. Clark
- Abstract
Typically developing (TD) children, as young as four years of age, have demonstrated enhanced noun learning when orthographic representations are presented during learning tasks. This dissertation investigated the impact of orthographic support on word learning in diverse populations, focusing on children from a variety of clinical categories (i.e., Down syndrome, developmental language disorder (DLD), dyslexia, hearing impairment, cerebral palsy, autism spectrum disorder (ASD), TD children, and minimally speaking school-age autistic children). The first study involved a systematic review of five databases to identify research on orthographic support for word learning in clinical populations revealing that verbally fluent autistic children, along with those with DLD, Down syndrome, and dyslexia, exhibited enhanced spoken word naming for words taught in an orthography-present condition. Some studies also demonstrated an orthographic facilitation effect in receptive tasks. The second study explored the learning of novel nouns by twenty-two minimally speaking school-age autistic children. Findings indicated that participants benefited from orthographic support during learning tasks as evidenced by higher accuracy on a noun identification posttest. Those that had higher expressive vocabulary skills did well on the learning task in both orthography present and absent conditions, while those with lower expressive vocabulary skills performed significantly better for words that had been taught with orthographic representations present. The third study examined novel verb learning with TD three-year-old children. Participants demonstrated no orthographic facilitation effect for verbs but a significant increase in sight word recognition from pretest to posttest when orthographic representations were present during the exposure phase. Most children were able to identify the letters used in the experiment; however, we lack information on what other literacy skills the participants may or may not have possessed. Collectively, these studies highlight the beneficial impact of orthographic representations, particularly during noun learning, across diverse clinical populations. The dissertation concludes that certain literacy skills, extending beyond letter identification, may be essential for children to benefit from orthographic support. Future research should incorporate additional literacy skill measures, such as letter-sound correspondence and word decoding, to further elucidate the specific skills necessary for optimal outcomes in orthography-supported noun and verb learning tasks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024