Show simple item record Storkel, Holly L. en 2015-06-23T19:36:29Z en 2015-06-23T19:36:29Z en 2006 en
dc.identifier.citation Storkel, H. L. (2006). Do children still pick and choose? The relationship between phonological knowledge and lexical acquisition beyond 50-words. Clinical Linguistics and Phonetics, 20(7-8), 523-529. PMCID: PMC1626650 en
dc.description.abstract Previous studies document an influence of phonological knowledge on word learning that differs across development. Specifically, children with expressive lexicons of fewer than 50 words learn words composed of IN sounds more rapidly than those composed of OUT sounds (Leonard, Schwartz, Morris, and Chapman, 1981; Schwartz and Leonard, 1982). In contrast, preschool children with larger expressive lexicons show the reverse effect (Storkel, in press). The goal of the current study was to provide a re-analysis of existing data to determine if this discrepancy across studies may be related to how phonological knowledge has been defined. This study defines knowledge on a continuum from most to more to less. Results showed a continuous inverse relationship between phonological knowledge and word learning by preschool children. Specifically, most phonological knowledge was associated with poorest word learning, more knowledge with intermediate word learning, and less knowledge with best word learning. Theoretical implications are discussed. en
dc.description.sponsorship National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut) en
dc.language.iso en_US en
dc.publisher Informa Healthcare en
dc.relation.isversionof en
dc.rights © 2006 Informa UK Ltd. en
dc.subject phonology en
dc.subject child phonology en
dc.subject clinical phonology en
dc.subject phonological disorders in children en
dc.subject phonological treatment en
dc.subject Learnability Project en
dc.subject language acquisition en
dc.title Do children still pick and choose? The relationship between phonological knowledge and lexical acquisition beyond 50 words en
dc.type Article en
dc.description.version This is an Accepted Manuscript of an article published by Taylor & Francis in Clinical Linguistics & Phonetics on Sep-Oct 2006, available online: en

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