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KMID : 1036820160210010111
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Communication Sciences & Disorders
2016 Volume.21 No. 1 p.111 ~ p.120
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Flexible Word Definition of School-Aged Children with Specific Language Impairment
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Shin Moon-Ja
Lee Hee-Ran
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Abstract
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Objectives: The purpose of the present study was to investigate flexible word definition in Korean school-aged children with specific language impairment (SLI). Flexible words are those with one phonological form but two or more distinctive meanings.
Methods: Fifteen children with SLI (SLI group) and fifteen vocabulary ability-matched typically developing children (TD group) participated in this study. The children were asked to define both meanings (a dominant and a subordinate meaning) of the presented 15 polysemous words. The definitions were categorized into four types: functional, relational, physical, and classificational definitions.
Results: The SLI group exhibited lower performances than the TD group on the definition task, but the two groups were not significantly different. The subordinate meaning definitions tested lower than the dominant meaning in both groups. SLI children used significantly fewer types of definitions than the TD group in both the dominant and subordinate meanings, but the two groups’ scores were not significantly different.
Conclusion: The results indicated that SLI children have similar verbal definition production skills with language age-matched typically developing children. They tend to rely more on dominant definitions whereas lexical ambiguity expressive strategies were available to the typical developing children. Flexible word definition is considered useful for assessing the vocabulary knowledge of school-aged children with specific language impairment.
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KEYWORD
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Specific language impairment, Flexible word, Verbal definition, Language acquisition, School-aged children
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