ArticleJournal of speech, language, and hearing research : JSLHR2020
The Structure of Word Learning in Young School-Age Children.
Article in Journal of speech, language, and hearing research : JSLHR, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed, 21 citations in OpenAlex.
- Not All Planes Have Propellers: Using Context Variability to Treat Word Learning in Late Talkers With the Vocabulary Acquisition and Usage for Late Talkers Protocol.Journal of speech, language, and hearing research : JSLHR · 2025Trial
- Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2022Trial
- Exploring Links Between Lexical Representations and Cognitive Skills in School-Aged Children with High-Functioning Autism Spectrum Disorder.Brain sciences · 2025Article
- Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Word learning and verbal working memory in children with developmental language disorder.Autism & developmental language impairmentsArticle
- Effects of Integrating Different Types of Physical Activity into Virtual Rapid Word Learning Instruction for Children who are Deaf and Hard of Hearing.Topics in language disordersArticle
- Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words.Infant and child developmentArticle
- Developmental change in English-learning children's interpretations of salient pitch contours in word learning.Infancy : the official journal of the International Society on Infant StudiesArticle
Corrections and comments
- Erratum issued
Authors and funding
7 authors at 3 institutions in 1 country.
Funding
Abstract
Purpose We investigated four theoretically based latent variable models of word learning in young school-age children. Method One hundred sixty-seven English-speaking second graders with typical development from three U.S. states participated. They completed five different tasks designed to assess children's creation, storage, retrieval, and production of the phonological and semantic representations of novel words and their ability to link those representations. The tasks encompassed the triggering and configuration stages of word learning. Results Results showed that a latent variable model with separate phonological and semantic factors and linking indicators constrained to load on the phonological factor best fit the data. Discussion The structure of word learning during triggering and configuration reflects separate but related phonological and semantic factors. We did not find evidence for a unidimensional latent variable model of word learning or for separate receptive and expressive word learning factors. In future studies, it will be interesting to determine whether the structure of word learning differs during the engagement stage of word learning when phonological and semantic representations, as well as the links between them, are sufficiently strong to affect other words in the lexicon.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.