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Children with Developmental Language Disorder (DLD) often have limited vocabulary knowledge. They not only know fewer words, but they also have shallower semantic representations (i.e., less depth). Vocabulary depth is commonly measured by definition tasks, which may underestimate semantic knowledge in individuals with language challenges. We have created an image-based alternative for measuring academic science vocabulary depth in school-aged children with DLD, who may have difficulty expressing semantic knowledge verbally. Our research questions include (1) Does this novel task capture a range of performance in children with and without DLD? and (2) How does performance on this novel task compare with performance on a definition production task? We will present on early findings related to the task’s psychometrics, including examining for ceiling and/or floor effects. In addition, we will demonstrate how children’s performance on this novel depth task compares with performance on a definition production task. By limiting the language load, this novel task may allow us to gain a more comprehensive understanding of semantic knowledge in children with DLD. There are no funding sources to report. |
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