5032V - Dynamic Word Learning Task Using Shared-Storybook Reading to Diagnose French-Speaking Children With Developmental Language Disorder

In this study, we examine whether a dynamic word learning task can differentiate French-speaking (monolingual and bilingual) children with developmental language disorder (DLD) from those with typical development (TD). Forty-five children aged 4;0 to 9;0 years learned four non-words and their semantic characteristics, during shared-storybook reading. After the learning phase, post-tests assessed the recall of the phonological form of the non-words and their semantic characteristics. Phonological and semantic prompts were given to help the child recall the target word and semantic features. Our findings suggest that a dynamic word learning task using shared-storybook reading is a promising approach for diagnosing French-speaking children with DLD: children with DLD performed less well than those with TD on both phonological and semantic production.