At a glance
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Retrieval-Based Word Learning in Developmental Language Disorder
In Brief
A clinical study evaluating Retrieval-based word learning: Expanding retrieval practice schedule and Retrieval-based word learning: Standard retrieval practice schedule for Developmental Language Disorder and 2 related conditions. Completed, enrolled 28 participants across 1 site.
Detailed Summary
Children with developmental language disorder (DLD; also referred to as specific language impairment) experience a significant deficit in language ability that is longstanding and harmful to the children's academic, social, and eventual economic wellbeing. Word learning is one of the principal weaknesses in these children. This project focuses on the word learning abilities of four- and five-year-old children with DLD. The goal of the project is to build on our previous work to determine whether, as we have found thus far, special benefits accrue when these children must frequently recall newly introduced words during the course of learning. In this first of a series of studies, we seek to increase the children's absolute levels of learning while maintaining the advantage that repeated retrieval holds over comparison methods of learning.
Study Details
Timeline
Interventions
Learning sessions: Novel nouns and their meanings are practiced on Day 1. Retrieval trials will initially be immediate. In the expanding condition, the next two retrieval trials will each occur after 1 intervening word and then after 3 intervening words for the remainder of the session. This practice schedule is repeated the next day (Day 2).
Learning sessions: Novel nouns and their meanings are practiced on Day 1. Retrieval trials will initially be immediate. In the standard condition, all remaining retrieval trials will occur after 3 intervening words. This practice schedule is repeated the next day (Day 2).