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title={Four cases of children with phonological impairment and precocious vocabulary: making sense of a clinical conundrum},
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author={Hearnshaw, H. and Baker, E. and Pomper , R. and McGregor, K. K. and Edwards, J. and Munro, N.},
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abstract={Purpose: The purpose of this study was to describe the speech production, speech perception, vocabulary, and word learning abilities of lexically precocious 4-year-old children with phonological impairment, in an effort to better understand the underlying nature of phonological impairment in children. Method: Using a case series approach, we identified four children with phonological impairment and precocious vocabulary abilities. Each child completed routine speech production and vocabulary assessments, as well as experimental speech perception and word learning tasks. The results from these tasks were then used to create profiles of each child’s individual strengths and needs across the abilities assessed. Results: Although all four children presented with phonological impairment and lexically precocious receptive and expressive vocabulary, they differed in their specific speech errors. One child presented with phonological speech errors only, while the other three children presented with an interdental lisp alongside their phonological errors. Three children presented with average speech perception abilities, and one child presented with poorer speech perception. The same three children also showed some learning of novel nonwords 1 week post–initial exposure, while the other child showed no evidence of word learning 1 week post–initial exposure. Conclusions: The clinical profiles of lexically precocious children with phonological impairment offered different insights into the nature of the problem. Although one child appeared to present with underspecified underlying representations of words, the other three children appeared to present with well-specified underlying representations. Of the three children with well-specified underlying representations, two appeared to have difficulty abstracting particular rules of the ambient phonological system. Further research is needed to improve our understanding of the underlying nature of phonologica},
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journal={American Journal of Speech-Language Pathology,},
title={I remembered the chorm! Word learning abilities of children with and without phonological impairment},
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author={Hearnshaw, H. and Baker, E. and Pomper , R. and McGregor, K. K. and Edwards, J. and Munro, N.},
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abstract={Background: Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4–5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average (‘lexically precocious’). Methods & Procedures: Participants were 49 Australian-English-speaking children aged 48–69 months. Children were each taught four novel non-words(out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann–Whitney U-tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability.},
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journal={International Journal of Language & Communication Disorders,},
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I am a Postdoctoral Research Fellow working with Karla McGregor in the <ahref="https://www.boystownhospital.org/research/speech-language/word-learning">Word Learning Lab</a> at Boys Town National Research Hospital. I completed my PhD in Developmental Psychology at the University of Wisconsin-Madison working with Jenny Saffran in the <ahref="https://infantlearning.waisman.wisc.edu/"target="\_blank">Infant Learning Lab</a>.
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I am an Assistant Professor in the <ahref="https://comartsci.msu.edu/our-people/ron-pomper">Department of Communicative Sciences & Disorders</a> at Michigan State University.
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I study how children learn language, including children with typical language development, Developmental Language Disorder, and Autism Spectrum Disorder. I use behavioral responses and eye-tracking methods to measure different aspects of children's ability to learn new words. My recent work investigates how children form detailed representations of the sounds that form words.
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If you are interested in learning more about Developmental Language Disorder (DLD), check out this free <ahref="https://bcpractice.com/developmental-language-disorder-guide-for-parents-and-families/">eBook</a> by Dr. Jeanne Tighe and the organizations <ahref="https://radld.org">Raising Awareness of Developmental Language Disorder (RADLD)</a> and <ahref="https://dldandme.org">DLD and Me</a>.
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If you are interested in learning more about Developmental Language Disorder (DLD), check out this free <ahref="https://bcpractice.com/developmental-language-disorder-guide-for-parents-and-families/">eBook</a> by Dr. Jeanne Tighe and the organizations <ahref="https://radld.org">Raising Awareness of Developmental Language Disorder (RADLD)</a> and <ahref="https://dldandme.org">DLD and Me</a>.
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I completed my postdoctoral fellowship with Karla McGregor in the <ahref="https://www.boystownhospital.org/research/speech-language/word-learning">Word Learning Lab</a> at Boys Town National Research Hospital and my PhD with Jenny Saffran in the <ahref="https://infantlearning.waisman.wisc.edu/"target="\_blank">Infant Learning Lab</a> at the University of Wisconsin-Madison.
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