The Contributions of Phonological Complexity to Individual Differences in Word Learning in Late-Talking Toddlers
DeNault, Isabella
DeNault, Isabella
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Abstract
Late-talking toddlers (LTs), representing approximately 15% of 2-year-olds, experience difficulty producing and combining words, which can have long-term effects on their social and academic outcomes. While research has focused predominantly on expressive vocabulary size, less attention has been given to phonological factors that contribute to word learning. This study applies a precision science approach to examine individual differences in LT's ability to learn novel words based on phonological complexity. Tasks measuring production, comprehension, accuracy, variability, and noun generalization with varying levels of word complexity demonstrate individual learning trajectories. Findings will reveal distinct pathways in word production in LTs and provide insights for tailored interventions aimed at facilitating novel word learning.
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Date
1/1/2026
Student Status
Senior (Graduating in 2026)
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Poster
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Program/Major
Communication Sciences and Disorders
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College of Nursing and Health Sciences
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Clinical Science