The relationship between nonword repetition and word learning in children with SLI

Abstract

The aim of this study was to examine the relationship between a nonword repetition task and a word learning task in children with SLI. A positive correlation between nonword repetition and word learning was expected. Also, it was hypothesized that the relationship between the three syllable word set of the nonword repetition task and the total word learning task would be stronger than the relationship between the two tasks in general. Thirty-three 6-to-10 year old children with SLI participated. On the first day, the experiment commenced with a nonword repetition task and children had to learn 12 new words. On the second day the word learning task was continued and a vocabulary assessment was administered. The correlation between the nonword repetition task and the word learning task was weak and not significant (r = .106, p > .1). Also, no association between the ability to repeat three syllable nonwords and the ability to learn new words was detected. The data are inconsistent with the general view that phonological short term memory and word form learning are related. This might be explained by the design of the experiment, the construction of the word learning task and the participant group.