Partial Word Knowledge Growth in Children With LLD

This study has been completed.
National Institute on Deafness and Other Communication Disorders (NIDCD)
Information provided by:
University of Missouri-Columbia Identifier:
First received: October 17, 2007
Last updated: January 15, 2010
Last verified: January 2010

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.

Language Disorders

Study Type: Observational
Study Design: Observational Model: Case Control
Time Perspective: Prospective
Official Title: Partial Word Knowledge Growth in Children With LLD

Resource links provided by NLM:

Further study details as provided by University of Missouri-Columbia:

Primary Outcome Measures:
  • Percent words learned for each of 5 partial word knowledge types [ Time Frame: 2 weeks ] [ Designated as safety issue: No ]

Estimated Enrollment: 100
Study Start Date: May 2006
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.


Ages Eligible for Study:   12 Years to 18 Years
Genders Eligible for Study:   Both
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
  Contacts and Locations
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Please refer to this study by its identifier: 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
  More Information

No publications provided

Responsible Party: Stacy Wagovich, Associate Professor, University of Missouri Identifier: NCT00547833     History of Changes
Other Study ID Numbers: 1 R03 DC006827-01A1, 1 R03 DC006827-01A1
Study First Received: October 17, 2007
Last Updated: January 15, 2010
Health Authority: United States: Institutional Review Board

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

Additional relevant MeSH terms:
Language Disorders
Communication Disorders
Nervous System Diseases
Neurobehavioral Manifestations
Neurologic Manifestations
Signs and Symptoms processed this record on October 06, 2015