What is it about?
This goal of this study was to examine relationships between science vocabulary, language skills, and state science achievement test scores among children with language and/or reading disorders (i.e., developmental language disorder (DLD) and/or dyslexia) and typical development. We found that children with language and/or reading disorders knew fewer science words and provided poorer definitions than their peers with typical development. They also earned lower science test scores. We found that students who knew more science words and provided more detailed definitions of science words had higher science scores. Children with stronger general language skills also had higher science scores. Interestingly, compared to science achievement outcomes reported at the state level, most children in our study -- including those with language and/or reading disorders -- earned relatively high science test scores.
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Why is it important?
Approximately 10% of children have a language and/or reading disorder (e.g., developmental language disorder (DLD), dyslexia), which may or may not be diagnosed. Although previous research has shown that children with language and/or reading disorders may have more limited vocabularies and/or lower levels of academic achievement, this is the first study to focus on science vocabulary and science achievement in this population. Our findings have two major implications. First, multiple aspects of science vocabulary knowledge – both the number of science terms students know (i.e., breadth) and how well they know those science terms (i.e., semantic depth) – may be important for science achievement. Second, children with language/reading disorders are at risk of having more limited science vocabulary knowledge and lower levels of science achievement. At the same time, our results showed that children with language/reading disorders can perform well on science achievement tests. Together, our findings suggest that supporting science vocabulary knowledge could be one way to improve science achievement outcomes for students with language/reading disorders. In summary, the results of this study have expanded our understanding of vocabulary knowledge and academic achievement of children with language and/or reading disorders. We have also provided an important foundation for future intervention research focused on supporting science achievement.
Perspectives
This paper was important to me because word learning is often so closely related to learning new concepts and ideas, and we want kids with language/reading disorders to succeed in school -- in science, as well as other subjects. I really appreciate how this paper highlights these students' potential for success, as well as their possible needs for support. I hope our results encourage SLPs and educators to consider how stronger knowledge of science-specific vocabulary may really benefit some kids with language/reading disorders. In addition, even though our outcomes may not be representative of all students with language/reading disorders, I hope researchers, SLPs, and educators come away with the understanding that students with language/reading disorders can perform well in science and on standardized tests.
Jessie Erikson
University of Arizona
Read the Original
This page is a summary of: Science Vocabulary and Science Achievement of Children With Language/Literacy Disorders and Typical Language Development, Language Speech and Hearing Services in Schools, December 2024, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2024_lshss-24-00025.
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