Lexical development, speech language disorders and school performance: literature review

Abstract:

Lexical development is directly related to the ability to understand and produce various kinds of meanings. The mental lexicon is accessed to represent an object, an attribute or any other information. The word learning process and the association of words are necessary for the lexical development. The purpose of this study is to analyze and compile findings about the relationship between lexical development, speech disorders, phonological awareness, school performance and auditory processing through literature review. The scientific productions found in this review suggest the relevance of lexical development for the phonological acquisition and subsequent written language acquisition. Regarding phonology, they show the importance of appropriate lexical development for the effective phonological acquisition.

Keywords:
Speech; Language; Vocabulary; Language Development

Resumo:

O desenvolvimento lexical está diretamente relacionado com a capacidade de compreender e produzir vários tipos de significados. Quando se deseja representar um objeto, um atributo ou qualquer outro tipo de informação, o léxico mental é acessado. Para que este desenvolvimento seja adequado faz-se necessário o processo de aprendizagem de palavras e que ocorra a associação entre elas. Esse estudo tem como objetivo analisar e compilar achados acerca das relações entre desenvolvimento lexical, desvio fonológico, consciência fonológica, desempenho escolar e processamento auditivo por meio de revisão de literatura. As produções científicas encontradas apontam a relevância do desenvolvimento lexical para a aquisição fonológica e posteriormente para a aquisição da linguagem escrita. Quanto à fonologia, os artigos encontrados expõem a importância do adequado desenvolvimento lexical para que a aquisição fonológica se dê efetivamente.

Descritores:
Fonoaudiologia; Linguagem; Vocabulário; Desenvolvimento de Linguagem

Introduction

Lexical development is directly related to the ability to understand and produce various kinds of meanings. The mental lexicon is accessed to represent an object, an attribute or any other information¹. It increases over the years with the development of the learning process and use of words. The literature shows the importance of the lexical acquisition and development and synchronicity with the other language subsystems, especially the syntactic subsystem^{2 3}.

During the lexical acquisition process, many semantic deviations may occur since the significant traces feature the different use of the words in different contexts. Thus, when the meaning of a particular word is not the same in the lexical inventory of the child as of the adult, generating lack of correspondence, it is defined that there is presence of semantic deviations. Such deviations can be classified as: overextension, subextension, antonymy, deviation by contiguity relations, and deviation by morphological and phonological proximity⁴.

From the early stages of literacy, the lexical development directly influences writing, as to write any word it is necessary to search in the mental lexicon⁵.

To find this lexical representation, it is crucial both an orthographic as a phonological processing, as the two information are contained in the word representation⁵. Given these facts, it can be seen that both the vocabulary as the phonological development are important for the acquisition and development of the written language, since the phonological decoding enables the child to acquire word-specific spelling information⁵. Thus, writing becomes the link between the basic understanding between sounds and their spelling, establishing therefore the relationship between spoken and written language.

In this context, it is necessary to analyze the studies already conducted on the theme, aiming at a critical reflection and analysis of the contributions of the literature for planning actions of prevention of disorders and promotion of positive environments for the language development of the children. The purpose of this study is to analyze and compile findings about the relationship between lexical development, speech disorders, phonological awareness, school performance and auditory processing through literature review.

Methods

It is an integrative review of research works that address aspects concerning the prevalence of alterations of vocabulary as well as its acquisition and development. The following steps were taken for the study: elaboration of the guiding question, literature search, data collection, critical analysis of the included studies, discussion of results, review planning and writing.

This review was developed from December 2011 to May 2012, by seeking articles in the following databases: Scielo, Lilacs, Pubmed, Medline and CAPES Portal. So, scientific articles and literature reviews from 2006 to 2012 in Portuguese, English and Spanish were selected. The following descriptors were selected for the study: "vocabulary", "prevalence", "language development", "speech" and "language tests".

The search for descriptors occurred in two steps. At first, there was the search for articles that answer the following guiding question: "Which is the prevalence of vocabulary changes by the Brazilian and international population?". In a second step, it was performed a careful analysis of the summary of the articles found and the selection of those that met the inclusion criteria.

Thus, publications of at most six years, in Portuguese, English and Spanish, in which the sample was composed of male and female children were included. Articles that did not belong to the area of ​​Health, studies on subjects aged equal or older 12 years and that did not submit freely available complete texts were excluded.

The data analysis was performed in two steps and in a descriptive and analytical way. First, the location data, year, authorship, purpose, methodology, age groups, main results and conclusions of the article were identified. Then, a critical analysis of the articles and discussion on the main findings and advances showed by the studies was performed.

Literature Review

This review consists of nineteen^{2 4 21} national articles. The design of each study was surveyed, and if not specified, the classification was made according to the theoretical framework on scientific methodology²². For a better understanding of the thematic, the studies were separated by themes, which are presented below.

Figures 1-5 detail the methodological design, main findings related to the theme and prevalence of vocabulary changes, which are distributed among the vocabulary subthemes, vocabulary and phonology, vocabulary and school performance, vocabulary and phonological awareness and vocabulary and hearing processing. Figure 6 shows the prevalence of alterations of the studies of this review.

To study the children's vocabulary development it is necessary to understand the meaning of the words and the lexical acquiring process⁴. The words can be categorized in three types according to their meanings. The first type are those that have a lexical meaning related to verbs, nouns and adjectives. The second type of words are those that have a verbal meaning, i.e., prepositions, adverbs, conjunctions and pronouns. The third type are the words that have a figurative meaning, which goes beyond the literal meaning, involving metalinguistic skills⁴.

Figure 1:
Summary of the research works related to lexical development.

In the vocabulary subtheme it was verified that three of the articles found^{4 6 7} studied the acquisition of words that have a lexical meaning, being that two^{4 8} evaluated the ability of nominal evocation according to certain figures, and one⁷ studied the most frequent verb types used by the age group studied. Only one of studies⁸ correlate the presence of Specific Language Impairment (SLI) with the performance in naming tests, being that children with this diagnosis showed better performance in the naming test as in the drawing definition tests. Regarding the study of the typology of the most used verbs, the analyzed variables were age and gender⁷. The variable age related to the lexical development of children with SLI should be studied with caution, since the language skills of children with specific language impairments evolve more slowly so that the investigation measure should consider the language development of the individual⁹. It is worth noting that the assumption that the effects of the age may vary according to the interactions between the interference source, nature of the target, and the perceived task characteristics, i.e., the literature draws attention to the possible effects of the perceived task characteristics on the response and semantic access in children²³.

It is worth mentioning the studies^{10 11} that have as subject the acquisition of the expressive and receptive vocabulary, especially in the comparison between the expressive and receptive modalities of vocabulary acquisition. It must be highlighted that the literature points to higher performance in receptive vocabulary tests⁹.

The international literature has stated the importance of the study on lexical development taking into consideration the performance in expressive and receptive vocabulary tasks²⁴.

The data analysis found that a study¹²correlates the vocabulary acquisition of children with Down syndrome with children without alterations and that present similar cognitive development. The study suggested that the lexical performance, both expressive as receptive, of subjects with Down syndrome is lower than of children with proper development, even when they are paired according to mental age.

It is noteworthy that no articles describing the influence of the family environment and the importance of social relationships on the lexical acquisition and development were found, as well as the impacts on the child population, however, there are studies showing the importance of the parental communicative style and profile for the overall language development^{25 26}.

Figure 2:
Summary of the research works correlating lexical with phonological developments

In the vocabulary and phonology subtheme, seven articles^{2 6 13 17} were found and four of them^{6 13 15 16} compared the performance of children with typical language development with children with speech and language disorders. The literature reminds the interaction between phonology and vocabulary, early acquisition of these subsystems and the importance of the skills acquired for the later stages of language development^{27 28}.

It is noteworthy that six articles^{2 6 13 16} that used the Test of Children's Language-ABFW presented case-control type studies. By correlating the performance between the control group (CG) and the study group (SG), it was possible to note that in some research works^{6 13 15 16}, children with language delay or speech and language disorders showed poorer performance than other children in all tests performed.

In two studies that evaluated the expressive vocabulary^{13 15} through the Test of Children's Language-ABFW, the lexical field (shapes and colors) showed differences between the results. In one of these studies¹³, differences with statistical significance between the study and control groups were found and, in the other¹⁵ these differences were not reported by the authors.

Two articles evaluated the vocabulary according to the degree of speech disorder^{2 14}. Only in one of them² the children who presented mild speech disorder had higher performance than that of children with other degrees of speech disorder.

Noteworthy is a Japanese study that showed interdependence between speech production and lexical development as, according to the author, the child's ability to produce a particular phonological structure depends on the frequency and amount of exposure to this estructure²⁹.

Only one of the articles¹⁷ included the tracking test of articulation disorders.

Figure 3:
Summary of the research works correlating lexical development with school performance

In the lexicon and school performance subtheme, three articles^{5 18 19} that analyzed the performance in vocabulary tests of children of different stages of early childhood education were found. It was observed that most of the children aged five, six and seven years showed poorer performance than the expected average for the age. It was also observed that children who attended the first stage of early childhood education had a better performance than the children of the third stage¹⁸. In one of the studies¹⁹, it was found a decrease of the descriptive speech in the relevant test according to the increase of the age of the subjects of the study.

The literature shows that the lexical development directly influences the acquisition of writing, i.e., to write any word, from the low frequency ones to the writing of pseudowords, it is necessary to access a previous lexical⁵. There are also indications on the importance of lexical development for the child's development in all curricular areas, as it supports instruction understanding and solving of problems³⁰.

Figure 4:
Summary of the research works correlating lexical development with phonological awareness

In the vocabulary and phonological awareness subtheme, only one study²⁰ comparing the performance of the children of the control group children with the ones of the study group, found that children who had speech disorders had poorer performance than those with typical language acquisition. No statistically significant differences were found at the age of six years. It was also observed that only five years old subjects, of both groups, had difficulties in the tests of phonological awareness.

Before the data found there is a need for further research on the contribution of phonological development for the expansion of the lexicon besides the importance of the use of variables such as age and literacy.

Figure 5:
Summary of studies correlating lexical development with auditory processing

Oral language difficulties, especially those related to vocabulary and phonology, may be related to auditory processing disorders, since hearing is the most important sense for the language acquisition²¹.

Taking these facts into account, when analyzing the vocabulary and auditory processing subtheme, a study²¹correlating the performance of the subjects of the study in the expressive vocabulary test with the results of the auditory processing tests found a positive correlation between them, i.e., the better the performance in the auditory processing test the better the performance in the vocabulary test.

Figure 6:
Chronology of studies according to the most discussed topics in each year

According to the alterations addressed in the articles of this study, two of them^{14 15}reported the occurrence of No Designations of words, being that the most found process was the substitution by co-hyponym. One of the studies¹⁰ verified 67% of positive correlation between expressive and receptive vocabulary of the subjects of the sample.

There is a timeline with the issues most addressed by the studies in the past five years. The themes varied over the years but there is a greater number of articles addressing the lexical development related to the speech development and a smaller number of studies that shows the correlation between lexical development and auditory processing. The importance of studies that discuss the influences of the lexical development in the school performance is also highlighted.

Conclusion

The scientific productions of the review show the relevance of the lexical development for the phonological acquisition and subsequently to the acquisition of written language. Regarding phonology, the articles that were found show the importance of the appropriate lexical development for the effective phonological acquisition.

This literature review showed the importance of the scientific research on the relationship between the analyzed topics and the school performance, since there are few studies that relate them and, according to the findings, there are positive interrelationships that contribute to the school performance of the children.

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• ²⁸
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• ²⁹
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• ³⁰
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• Source of support: Institutional Program of Scientific Initiation Scholarship PIBIC CNPq - UFMG

Publication Dates

• Publication in this collection
  Oct 2015

History

• Received
  07 Nov 2013
• Accepted
  16 June 2014