Orthographic Support for Word Learning in Clinical Populations: A Systematic Review

Autor/inn/en	Clark, Grace T.; Reuterskiöld, Christina
Titel	Orthographic Support for Word Learning in Clinical Populations: A Systematic Review
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 3, S.937-948 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clark, Grace T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Language Acquisition; Vocabulary Development; Children; Adolescents; Developmental Disabilities; Language Impairments; Autism; Pervasive Developmental Disorders; Down Syndrome; Dyslexia; Hearing Impairments; Intellectual Disability; Cerebral Palsy; Written Language; Spelling; Language Research + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatzarbeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Hearing impairment; Hörbehinderung; Intellect; Disability; Disabilities; Verstand; Behinderung; Hirnlähmung; Geschriebene Sprache; Schreibweise; Sprachforschung
Abstract	Purpose: A systematic review was performed to determine the extent to which orthographic facilitation, a strategy to improve word learning, has been demonstrated in the literature for children and adolescents from clinical categories such as developmental language disorders (DLD), autism spectrum disorders (ASD), Down syndrome, dyslexia, hearing impairment, intellectual disability, and cerebral palsy. Method: Five databases were searched for all studies published through December 2019. Eligible studies included participants from a clinical population (DLD, ASD, dyslexia, cerebral palsy, Down syndrome, hearing impairment, etc.) and compared word learning with and without orthography. Selected studies were extracted for pertinent information. In addition, assessment of the methodological rigor was performed for each study. Results: The review yielded five studies that targeted word learning with orthographic facilitation for children from various clinical populations including DLD, verbal children with autism, Down syndrome, and dyslexia. All studied populations showed a benefit for word learning in picture naming posttests when words were trained in the presence of orthography. Conclusions: For the studied populations, training words in the presence of orthography will improve word learning accuracy and retention. The review highlights the need for more research in this area across other clinical populations. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01