Study Status: Recruiting
Recruit Status: Recruiting
Study Type: Interventional
Official Title: Interactive Book Reading to Accelerate Word Learning by Children With SLI
Brief Summary: This research attempts to adapt and optimize a word learning treatment, specifically interactive book reading, for use with Kindergarten children with Specific Language Impairment (SLI). Children with SLI have difficulty learning language without any obvious cause for this difficulty. Two treatment studies will be conducted to determine (1) the number of times children with SLI need to hear new words during book reading to learn the new words; (2) the best way to provide the target number of exposures to new words during book reading. For example, is it better to hear the new words many times within the book and to read the book few times, or is it better to hear the new words a few times within the book and to read the book many times. The investigators hypothesize that children with SLI will need to hear new words 2 to 3 times as often as children with normal language to learn the words and that reading the books many times will be more effective than repeating the words many times within a book.