Partial Word Knowledge Growth in Children With LLD
Completed
Conditions studied: Language Disorders
In brief
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.
Key facts
- Study ID
- NCT00547833
- Run by
- University of Missouri-Columbia
- People needed
- 81
- Starts
- 2006-05-01
- Expected to finish
- 2009-12-01
- Last updated by the study team
- 2016-10-04
Who can join
Age: 12 and older, up to 18. Sex: any. Healthy volunteers: accepted.
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
Where it is running
- Univ. of Missouri Dept. of Communication Science & Disorders — Columbia, Missouri, United States
Full record on ClinicalTrials.gov
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