Trial reportLanguage, speech, and hearing services in schools2017
Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.
Trial report in Language, speech, and hearing services in schools, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT03838016 (Babble Boot Camp), which is not on this map. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Babble Boot Camp: Preventing Speech and Language Disorders in Children With Classic Galactosemia
Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it, 35 citations in OpenAlex.
- Vocabulary interventions for children with developmental language disorder: a systematic review.Frontiers in psychology · 2025Pooled it
- Adjective Learning in Young Typically Developing Children and Children With Developmental Language Disorder: A Retrieval-Based Approach.Journal of speech, language, and hearing research : JSLHR · 2019Trial
- Toward a paradigm shift from deficit-based to proactive speech and language treatment: Randomized pilot trial of the Babble Boot Camp in infants with classic galactosemia.F1000Research · 2019Trial
- Word Learning in Children With Developmental Language Disorder: The Use of Retrieval Practice During Shared Book Reading.Journal of speech, language, and hearing research : JSLHR · 2025Article
- Cognitive vs. Linguistic Training in Children with Developmental Language Disorder: Exploring Their Effectiveness on Verbal Short-Term Memory and Verbal Working Memory.Brain sciences · 2024Article
- Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Learning With and Without Feedback in Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Preschoolers' Word-Learning During Storybook Reading Interactions: Comparing Repeated and Elaborated Input.Journal of speech, language, and hearing research : JSLHR · 2020Article
- The word learning profile of adults with developmental language disorder.Autism & developmental language impairments · 2020Article
- The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading.Language, speech, and hearing services in schools · 2019Article
- Retrieval-Based Word Learning in Young Typically Developing Children and Children With Development Language Disorder II: A Comparison of Retrieval Schedules.Journal of speech, language, and hearing research : JSLHR · 2019Article
- How Mixed-Effects Modeling Can Advance Our Understanding of Learning and Memory and Improve Clinical and Educational Practice.Journal of speech, language, and hearing research : JSLHR · 2019Article
- Effects of Integrating Different Types of Physical Activity into Virtual Rapid Word Learning Instruction for Children who are Deaf and Hard of Hearing.Topics in language disordersArticle
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
Abstract
Purpose: The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method: Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results: The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion: Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.