Partial Word Knowledge Growth in Children With LLD

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT00547833
Recruitment Status : Completed
First Posted : October 23, 2007
Last Update Posted : October 4, 2016
National Institute on Deafness and Other Communication Disorders (NIDCD)
Information provided by (Responsible Party):
University of Missouri-Columbia

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.

Condition or disease
Language Disorders

Detailed Description:

The purpose of this line of research is to examine the process by which children acquire partial meanings of unfamiliar words when they encounter the words for the first time in reading.

The proposed pilot study requires 6th grade children to attend three, 1-hour sessions, 2-3 days apart. The protocol for the present study is as follows: In the first session, the parents of the children will complete a consent form and a parent questionnaire; the children will complete an assent form, similar to the consent but with simpler language. Next, one half of the children will complete two pre-tests: a checklist and a multiple choice test; the other half will complete the checklist and a distracter task. In the second session, the children will read 2 of 4 possible stories, grade-appropriate in reading level and content. After reading each story, the children will be asked to write a one-page summary of the story. In the third session the children will all complete the checklist and multiple choice measure. These measures, as post-tests, are designed to assess the types of word knowledge children accrue when they read an unfamiliar word in a story.

The purpose of the proposed pilot study, then, is to assess the adequacy of the multiple choice measure, which is newly developed, for word knowledge measurement. In addition, the study will assess whether the group who received the multiple choice measure before reading the stories performs better on the posttests than the children who received only the checklist in the pretest phase. In sum, then, the purposes of the pilot are (a) to assess the adequacy of the new multiple choice measure for detecting word knowledge, and (b) to assess the adequacy of the design, prior to conducting the large-scale experiment later.

Study Type : Observational
Actual Enrollment : 81 participants
Observational Model: Case Control
Time Perspective: Prospective
Official Title: Partial Word Knowledge Growth in Children With LLD
Study Start Date : May 2006
Actual Primary Completion Date : December 2009
Actual Study Completion Date : December 2009

Children with language-learning disabilities reading at approximately a 6th grade level
Typical language learners each of whom is pair match to an experimental participant by age and gender.
Typical language learners, each of whom is pair-matched to an experimental participant by reading comprehension skills and gender.

Primary Outcome Measures :
  1. Percent words learned for each of 5 partial word knowledge types [ Time Frame: 2 weeks ]

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Ages Eligible for Study:   12 Years to 18 Years   (Child, Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Sampling Method:   Non-Probability Sample
Study Population
Community Sample

Inclusion Criteria:

  • 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

Exclusion Criteria:

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

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT00547833

United States, Missouri
Univ. of Missouri Dept. of Communication Science & Disorders
Columbia, Missouri, United States, 65211
Sponsors and Collaborators
University of Missouri-Columbia
National Institute on Deafness and Other Communication Disorders (NIDCD)
Principal Investigator: Stacy A Wagovich, PhD University of Missouri-Columbia

Responsible Party: University of Missouri-Columbia Identifier: NCT00547833     History of Changes
Other Study ID Numbers: 1011841
1R03DC006827-01A1 ( U.S. NIH Grant/Contract )
First Posted: October 23, 2007    Key Record Dates
Last Update Posted: October 4, 2016
Last Verified: September 2016
Individual Participant Data (IPD) Sharing Statement:
Plan to Share IPD: No

Keywords provided by University of Missouri-Columbia:
language disorders
language learning disabilities

Additional relevant MeSH terms:
Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Signs and Symptoms