Decreased Vocabulary and Word Learning

Description

Decreased vocabulary and word learning are some of the most reported symptoms in children with language delays and disorders. Research suggests that there are certain milestones in vocabulary development, including around 10 words by 15 months, 50 to 100 words by 18 months, 300 words by 24 months, 1,000 words by 36 months, and then continuously expands throughout life. Children with decreased vocabulary will typically be observed to express fewer than 50 words by the age of two. They may also be significantly late to acquire their first word, which typically gets produced by the age of one. It is evident that deficits in vocabulary development is likely attributable to word learning difficulties.

Word learning involves the ability to understand and comprehend vocabulary. Individuals understand more words than they can express. Typically, by the age of one, children can fully comprehend words for people and objects that are present 50% of the time. By 21 months, children can understand vocabulary for objects and people that are not present 50% of the time. However, children who present with decreased word learning will not attend to as many words and will not understand words as in depth as other children their age. Although some theories suggest an etiology of these symptoms can be traced to memory, more research is needed to understand what influences delayed vocabulary and word learning in children.

It is important to note that a child who is acquiring a second language is typically exposed to fewer words in each language. Therefore, they may develop vocabulary at a slower rate. In these cases, this delay is considered typical and should not be viewed as a language disorder. They are likely to increase their vocabulary acquisition in both language and continue to develop typically.

Assessment strategies

The Receptive One-Word Picture Vocabulary Test 4th Edition (ROWPVT-4) and Expressive One-Word Picture Vocabulary Test 4th Edition (EOWPVT-4)

1. • Strengths:

These standardized assessments are used to examine how well individuals understand and express vocabulary at the word level. Interpretation of quantitative strengths and weaknesses in language production and comprehension is attainable since the same population of a wide range of individuals was used to interpret norms for both of these assessments. The tests are quick to administer and offer flexibility in responses as well.

1. • Weaknesses:

Although standardized assessments offer useful information, a diagnosis or conclusion must be gathered holistically with qualitative information too. This is because these assessments are structured, rigid, and controlled, and life is not usually formatted in that way.

Analyzing a Language Sample

1. • Strengths:

A clinician elicits a language sample by recording 50 to 100 utterances and then analyzes the sample using different measures. The clinician can understand vocabulary development, productivity and diversity by measuring the number of total words, number of different words, and what type of words were used. This data can then be compared to normative data, developmental milestones, and progress over time. Since the child is spontaneously producing language, language samples offer more naturalistic and observable interpretations.

1. • Weaknesses:

Samples may be strategically taken using certain procedures to increase validity. However, the language sample and data will not yield as reliable and consistent results as standardized measurements. This is because this is a less formal and more naturalistic type of assessment. The sample must be robust, a representation of what the child usually produces, and the child must have the opportunity to provide extended utterances. Therefore, this leaves room for interpretation and depends on the client's level of engagement.

Intervention

Alternatives

Intervention in speech language therapy is helpful for children with decreased word learning. However, there are also ways to adapt and change the environment to improve the vocabulary of children without direct intervention. Children who are exposed to more vocabulary at home and in the community are linked to having higher vocabularies entering school. Most word learning is done in naturalistic ways through everyday experiences with oral and written language.

Having conversations with children as you would with adults is important to helping them build vocabularies. Exposing them to written language and bringing awareness to print existing in the world around them is also important to expanding their language abilities. To further enhance both oral and written language, classroom teachers can put labels on things around the classroom that might be used and referenced routinely. By labeling things with their name ("door") or their function ("on/off" by the light switch) it will encourage vocabulary in a functional and naturalistic way.