Partial Word Knowledge Growth in Children With LLD

NCT00547833 | Completed

• 2 other identifiers: 10118411R03DC006827-01A1
• Study Type: observational
• Target: 81
• Locations: 1 country
• Sites: 1

Brief Summary

Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a primary means of exposure to new vocabulary for typically developing children. Although these children would not be expected to master a new word through a single exposure to it in text, children show evidence of partial word knowledge growth (e.g., Wagovich \& Newhoff, 2004). The purpose of this project is to characterize the partial word knowledge growth of children with LLD, in comparison to children with typical language skills. Five forms of partial word knowledge (e.g., orthographic, word discrimination, syntactic, emotional content, and general semantic domain knowledge) are being measured. The study's hypotheses are that children with LLD, like typically developing peers, will demonstrate partial word knowledge growth from exposure to unfamiliar words in text, but that they will show a different pattern of growth across the five forms of partial word knowledge being assessed.

Conditions

Language Disorders

Keywords

language disorders; language learning disabilities; vocabulary; reading

Outcome Measures

Primary Outcomes (1)

• Percent words learned for each of 5 partial word knowledge types

  2 weeks

Study Arms (3)

Experimental

Children with language-learning disabilities reading at approximately a 6th grade level

Age-Matched

Typical language learners each of whom is pair match to an experimental participant by age and gender.

Language-Matched

Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender.

Eligibility Criteria

• Age: 12 Years - 18 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)
• Sampling Method: Non-Probability Sample

Study Population

Community Sample

You may qualify if:

• test scores indicating language and/or reading difficulties
• reading at approximately a 6th grade level
• nonverbal cognitive screening within normal limits
• hearing screening within normal limits

You may not qualify if:

• history of neurological conditions such as seizure disorder or TBI
• history of emotional/behavior disorder

Sponsors & Collaborators

• University of Missouri-Columbia: lead
• National Institute on Deafness and Other Communication Disorders (NIDCD): collaborator

Study Sites (1)

Univ. of Missouri Dept. of Communication Science & Disorders

Columbia, Missouri, 65211, United States

Location

MeSH Terms

Conditions

Language Disorders

Condition Hierarchy (Ancestors)

Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Study Officials

• Stacy A Wagovich, PhD

  University of Missouri-Columbia

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: observational
• Observational Model: CASE CONTROL
• Time Perspective: PROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: October 17, 2007
• First Posted: October 23, 2007
• Study Start: May 1, 2006
• Primary Completion: December 1, 2009
• Study Completion: December 1, 2009
• Last Updated: October 4, 2016

Record last verified: 2016-09

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)