# Phonological networks and novel word learning by children with Developmental Language Disorder

> **NIH NIH F32** · FATHER FLANAGAN'S BOYS' HOME · 2022 · $67,174

## Abstract

PROJECT SUMMARY/ABSTRACT
Children with developmental language disorder (DLD) struggle to learn new words and have smaller, shallower
vocabularies than their peers with typical language development (TLD). Recent research indicates that the
semantic structure of children’s vocabularies affects their ability to learn new words and the vocabularies of
children with DLD and TLD differ in semantic structure. While children with DLD struggle in many aspects of
word learning, including semantics, they find the encoding of phonological information–new word forms–to be
especially difficult. The proposed research will compare the phonological structure of vocabularies between
children with DLD and TLD and investigate how differences in phonological structure affect children’s ability to
learn the forms of new words. The proposed work will use a combination of behavioral methods to quantify
vocabulary structure and success in word learning for 7- to 9-year-old children with DLD, age-matched peers
with TLD, and (younger) vocabulary-matched peers with TLD. Together, these methods will address three
specific aims. Aim 1 is to quantify the extent to which differences in inter-connectivity in phonological structure
– quantified using clustering coefficient, C – affects novel word learning. It is expected that children will be more
successful in learning the forms of words in regions of their vocabulary with higher compared to lower inter-
connectivity (high C > low C) and that this effect of inter-connectivity will be stronger for children with DLD
compared to their peers with TLD. Aim 2 is to compare levels of C in the extant vocabularies of children with
DLD and TLD. It is expected that the average levels of C will be higher in the vocabularies of children with DLD
than their peers with TLD. Aim 3 is to determine whether atypicality in the phonological structure of children’s
vocabularies affects word learning. It is expected that differences in individual C values calculated for each child
will account for variability in children’s success in word learning. These outcomes will lay the foundation for future
research to maximize the efficacy of vocabulary interventions for children with DLD by tailoring which words are
taught based on differences in vocabulary structure at both the individual and group level. If funded, the project
will assist the applicant in establishing an independent program of research investigating developmental
differences in word learning that will inform early childhood interventions. The specific training goals of this project
are to 1) gain expertise in participant recruitment, 2) develop computational skills in network science, 3) learn
new behavioral methods, and 4) advance professional development. The research and mentoring experience of
the co-sponsors as well as the extensive resources of the sponsoring institution will contribute to the successful
completion of both the proposed research and training goals.

## Key facts

- **NIH application ID:** 10460733
- **Project number:** 1F32DC020344-01
- **Recipient organization:** FATHER FLANAGAN'S BOYS' HOME
- **Principal Investigator:** Ron Pomper
- **Activity code:** F32 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2022
- **Award amount:** $67,174
- **Award type:** 1
- **Project period:** 2022-08-01 → 2024-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10460733

## Citation

> US National Institutes of Health, RePORTER application 10460733, Phonological networks and novel word learning by children with Developmental Language Disorder (1F32DC020344-01). Retrieved via AI Analytics 2026-05-23 from https://api.ai-analytics.org/grant/nih/10460733. Licensed CC0.

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