Fast Mapping and Word Learning by Preschoolers with SLI in a Supported Learning Context: Effect of Encoding Cues Phonotactic Probability and Object Familiarity

摘要

PurposeThis study investigated whether phonological or semantic encoding cues improved the fast mapping or word learning performance of preschoolers with specific language impairment (SLI) or typical development (TD) and whether performance varied for words containing high- or low-frequency sublexical sequences that named familiar or unfamiliar objects.