Learning new words using imitation and additional cues: differences between children with disordered speech

Abstract

Preliminary data on the effectiveness of imitation and other cues in facilitating correct new word production are reported. Novel names were taught to three groups of children with disordered speech: those who consistently made non-developmental errors (consistent deviant); those who made inconsistent errors; and children diagnosed as having developmental verbal dyspraxia; as well as a normally speaking age-matched control group. The results suggested that the groups differed in terms of their ability to accurately imitate new words on the initial attempt, and in their ability to use different types of information to facilitate accurate production. The findings bear on the nature of the different deficits underlying subtypes of speech disorder and the usefulness of imitation as a clinical strategy.