| Word learning problems are well documented in children with language impairment (LI); however their word knowledge is typically measured in a receptive format (e.g., picture pointing or multiple choice) or in a limited expressive format (e.g., providing an oral definition). The present study investigated partial word knowledge though novel sentence production, in order to better understand components of word learning in a linguistically complex task. Twelve-year-old children with LI (n = 6) used partially known words in novel sentences, which were analyzed for proportions of phonologic, semantic and grammatic errors. Results indicated that children with LI produced each error type, as well as utterance level errors. Utterance level errors occurred most frequently, followed by semantic and grammatic errors. Phonologic errors were infrequent. These findings indicated that children with LI experience difficulty with multiple components of word learning when measured in a natural, productive context. Relating to clinical practice, results highlighted a need for clinicians to expand assessment and treatment beyond knowledge of words to actual productive use. |
