Fast Mapping and Word Learning by Preschoolers With Specific Language Impairment in a Supported Learning Context: Effect of Encoding Cues, Phonotactic Probability, and Object Familiarity

Conclusion: The results suggest that phonotactic probability and previous lexical knowledge affect word learning in similar ways for children with TD and SLI and that encoding cues were not beneficial for any group.

from the Journal of Speech, Language, and Hearing Research

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Posted on June 14, 2011, in Research and tagged , , , , . Bookmark the permalink. Leave a comment.

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