The effect of playing tablet games on passive word learning in young children with speech language impairment

Abstract

Background Five to seven percent of young children have SLI, often including problems with word learning. SLTs currently use real objects (ROs) to re-enact daily situations and teach new words to children. With the introduction of tablets, many games have been developed and more young children use tablets. Children like playing tablet games (TGs), and playing together with an SLT might be useful in vocabulary interventions. However, studies on the effectiveness of TGs in vocabulary treatment are lacking, and no comparison has been made between TG and ROs interventions. Aims To determine if young children with SLI passively could learn the same number of words in vocabulary treatment with TGs as they could in treatment with ROs. To investigate the preference of children for TG or ROs in treatment. Method 21 children (3;4 to 4;7 years) with SLI participated in this randomized-controlled crossover study. Together with an SLT, children played a TG twice and played with ROs twice about ‘supermarket’ and ‘restaurant’. Group A started with the TG and group B with ROs. During interventions, the SLT used a script including eight target words which she offered to the children. Passive word learning was measured by means of a picture pointing task through pre-tests, post-tests and retention tests. Preference of participants for the material was obtained by asking the children. Results Effect of time on passive word learning was significant in TG, RO and TG_Control condition. There was interaction between time and condition between TG and TG_Control condition and between RO and RO_Control condition. Eighty-one percent of the children preferred the TG. Conclusion Children learned the same number of words in vocabulary treatment with TGs as they do in treatment with ROs. They learned significant more target than control words. TGs and ROs are useful materials to expand vocabulary.