ABSTRACT
Although vocabulary depth (VD) is recognized as a crucial factor in reading comprehension, the investigation of its role in reading comprehension remains insufficient. This study aimed to address two significant research gaps in this domain. First, empirical evidence is needed to explore the construct of VD knowledge, particularly within the Chinese language. Second, the underlying mechanism that connects VD and reading comprehension requires further clarification. In this study, a sample of 326 native Chinese students from Grade 4 participated in a comprehensive battery of tests assessing VD knowledge, word reading, and reading comprehension. Based on theoretical frameworks of VD knowledge, we measured six subtypes of VD knowledge: polysemy, collocation, word register, part-of-speech, semanticassociations, and homonyms. The results of factor analysis revealed that Chinese VD knowledge can be conceptualized as a two-factor construct, encompassing in-depth semantic knowledge (VD-meaning) and knowledge of word usage (VD-usage). Both VD-meaning and VD-usage demonstrated significant direct effects on reading comprehension, highlighting the critical role of VD in determining reading comprehension outcomes in Chinese. Furthermore, our findings indicated an indirect contribution of VD to reading comprehension, specifically through the mediating effect of word reading on the relationship between VD-meaning and reading comprehension. This study represents a pioneering empirical investigation that delved into the construct of VD in Chinese. In addition, we discuss the role of VD knowledge and its interaction with word reading in the context of Chinese reading comprehension, which could significantly enhance our understanding of the underlying mechanism that links vocabulary knowledge to reading comprehension.
Subject(s)
Comprehension , Reading , Vocabulary , Child , Female , Humans , Male , China , Language , SemanticsABSTRACT
BACKGROUND: There is a clear predominance of programmes aimed at improving aspects related to language production in pupils with developmental language disorder (DLD). However, programmes aimed at improving their receptive skills are limited. AIMS: The main aim was to assess the effectiveness of an intervention programme for oral language comprehension skills in preschoolers with typical development (TD) and pupils with DLD. METHODS & PROCEDURES: Participants were 99 five-year-old pupils, with and without DLD, divided into four groups: two control groups (TD-C = 25; DLD-C = 25) and two experimental groups (TD-T = 24; DLD-T = 25), from schools on the Spanish island of Tenerife. The study used, as pre- and post-measures, the receptive language subtests of the CELF-4-Spanish: Concepts and Following Directions, Word Classes-Receptive and Sentence Structure, as well as two tasks assessing comprehension of paragraphs and narratives. Due to the strong link between oral comprehension skills and executive functions, working memory and semantic fluency are included in this research. The Backward Digit Span subtest of the Wechsler Intelligence Scale for Children (WISC-IV) and Semantic Fluency subtest of the Controlled Oral Word Association Test (COWAT) were used to assess working memory and semantic fluency, respectively. The intervention programme followed a multitiered system of support (MTSS) model, with 95 sessions lasting 60 min each delivered jointly by teachers and speech and language therapists, and focused on lexical-semantic, morphological, syntactic and narrative skills; inferences; verbal working memory; and semantic fluency. OUTCOMES & RESULTS: The results showed, as expected, that pupils diagnosed with DLD initially performed worse on oral language comprehension and executive functions than pupils with TD. Further, the DLD-T and TD-T groups showed greater gains following the programme, especially in word classes-receptive, sentence structure, verbal working memory and semantic fluency. Finally, a significant positive correlation was found between the gains obtained by the participants in verbal working memory and semantic fluency, with the gains obtained in the three CELF-4-Spanish subtests. CONCLUSIONS & IMPLICATIONS: An intervention programme applied at an early age fosters oral language comprehension skills and executive functions in pupils with DLD and TD. The intervention organized at different levels of support, following an MTSS model, showed clear progress of the DLD and TD groups in oral language comprehension and executive functions. WHAT THIS PAPER ADDS: Pupils with DLD present deficits in linguistic comprehension and executive functions. There are many intervention programs focused on improving language production skills. It is also necessary to consider the skills underlying language problems in pupils with DLD. Oral language, inference, working memory and semantic fluency activities improve comprehension. A collaborative and inclusive intervention of teachers and speech language therapists. Psycholinguistic and neuropsychological skills training should become part of the academic curriculum as early as preschool age. What is already known on the subject Pupils with DLD show problems related to both comprehension and production language. However, there is a clear predominance of programs just aimed at improving aspects related to language production. Clinical implications of this study An intervention program applied at an early age fosters oral language comprehension skills and executive function in pupils with DLD. The intervention organized at different levels of support, following an adaptation of the Response Tier Intervention models, showed clear progress of the DLD in comprehension oral language and executive functions.
Subject(s)
Comprehension , Language Development Disorders , Child , Child, Preschool , Cognition , Humans , Language , Language Development Disorders/psychology , Language Development Disorders/therapy , Memory, Short-TermABSTRACT
This study aimed at implementing a stimulation protocol using functional Magnetic Resonance Imaging (fMRI), in a Hospital in Valparaiso (V Region), Chile, to detect cortical areas activated in oral language comprehension. Seven healthy volunteers participated in this study. Average t-score and signal variation were 6.3 +/- 0.3 and 0.5 +/- 0.1 percent, respectively. In spite of these low values, activations were obtained in Wernicke area, middle temporal gyrus, and Heschl s gyrus. The extension of activated areas was small, 5.06 +/- 2.99 cm3, probably due to amplifer low signal-to-noise ratio (SNR), in addition to the cognitive complexity of the task, and to the ambient acoustic noise. Successful implementation of fMRI protocols of language comprehension is possible in a clinical context in Chile without any additional resources.
Nuestro objetivo fue implementar un protocolo de estimulación en resonancia magnética funcional en un Hospital de Valparaíso, V Región de Chile, para detectar las áreas corticales activadas en la comprensión del lenguaje oral. Siete voluntarios sanos participaron de este estudio. El t-score y variación de señal alcanzado fue de 6.3 0.3 y 0.5 +/- 0.1 por ciento respectivamente. A pesar de estos bajos valores, las activaciones se registraron en el área Wernicke, circunvolución temporal media y circunvolución d e Heschl. La extensión de las activaciones fue pequeña, 5.06 +/- 2.99 cm³, probablemente debido a la baja relación señal ruido del resonador (SNR), además de la complejidad cognitiva de la tarea y el ruido acústico ambiente. Nuestros resultados indican que la implementación de la RMf en comprensión del lenguaje es posible de realizar en Chile sin recursos adicionales.
