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Written Support for Word Learning in Clinical Populations
What is it about?
A search of the literature was completed to determine if written words can support word learning for children with language disorders, autism, Down syndrome, dyslexia, hearing loss, intellectual disability, and/or cerebral palsy. Five studies were found that show children with language disorders, autism, Down syndrome, and dyslexia benefit from the presence of the written word when learning new vocabulary, particularly when naming the item in post-tests.
Why is it important?
While some studies have demonstrated that written words support word learning, more research is needed in other populations, such as in minimally verbal children with a diagnosis of autism.