The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Measuring Children’s Lexical Diversity: Differentiating Typical and Impaired Language Learners
Abstract
This study evaluated the extent to which measures of lexical diversity (type-token ratio and number of different words produced) differentiated children with specific language impairment (SLI) from children whose language skills were following typical developmental expectations. Analysis of 50- and 100-utterance samples revealed that children with SLI did not significantly differ from their age- and language-equivalent peers on type-token ratio; however, children with SLI did use significantly fewer different words than their age-equivalent peers in these samples. When samples of 100 and 200 tokens were considered, the children with SLI also used significantly fewer different words than their age-equivalent counterparts. Overall, the findings of this study discourage the use of type-token ratio, as traditionally calculated, in many clinical and research activities related to children with SLI. In contrast, the number of different words produced provides a more sensitive and informative estimate of lexical diversity.
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Cites
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Cited by
Maternal education and measures of early speech and language.
Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N., & Kurs-Lasky, M. (1999) · Journal of Speech Language and Hearing Research · doi:10.1044/jslhr.4206.1432 · Cited by 481
Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2009/09-0028 · Cited by 340
Semantic Representation and Naming in Children With Specific Language Impairment
McGregor, K. K., Newman, R. M., Reilly, R. M., & Capone, N. C. (2002) · Journal of Speech, Language, and Hearing Research · doi:10.1044/1092-4388(2002/081 · Cited by 334
GOLBERG, H., PARADIS, J., & CRAGO, M. (2008) · Applied Psycholinguistics · doi:10.1017/s014271640808003x · Cited by 281
SIMON-CEREIJIDO, G., & GUTIÉRREZ-CLELLEN, V. F. (2009) · Applied Psycholinguistics · doi:10.1017/s0142716409090134 · Cited by 200
Metadata
- Authors
- Watkins, R. V., Kelly, D. J., Harbers, H. M., & Hollis, W.
- Venue
- Journal of Speech, Language, and Hearing Research
- Published
- 1995-12
- Volume
- 38
- Issue
- 6
- Pages
- 1349-1355
- ISSN
- 1092-4388 (ISSN-L)
- 1558-9102
- OpenAlex
- W2089702058
- Cited by
- 261
- References
- 29
- FWCI
- 6.67
- Type
- journal article
- Language
- en
- Open access
- closed
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- Watkins, R. V., Kelly, D. J., Harbers, H. M., & Hollis, W. (1995). Measuring Children’s Lexical Diversity: Differentiating Typical and Impaired Language Learners. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/jshr.3806.1349
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
