ArticleLanguage, speech, and hearing services in schools2019
The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading.
Article in Language, speech, and hearing services in schools, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers, 2 of them syntheses that pooled it.
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Who cites it
19 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Vocabulary interventions for children with developmental language disorder: a systematic review.Frontiers in psychology · 2025Pooled it
- Effects of auditory training on children with developmental language disorder: a systematic review.Frontiers in human neuroscience · 2025Pooled it
- Investigating the Effects of Adding Explicit Teaching and/or Signing to Story-Based Vocabulary Intervention for School-Aged Children With (Developmental) Language Disorder.International journal of language & communication disordersTrial
- The Number of Sessions Children With Developmental Language Disorder Retrieve Words Relates Positively to Retrieval After Extended Post-Training Delays.Language, speech, and hearing services in schools · 2025Article
- Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Developmental Language Disorder: Incorporating Retrieval-Based Practice Into Training.Language, speech, and hearing services in schools · 2025Article
- 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
- What Is the Level of Language Development of Children at Risk of Developmental Language Disorder 2 Years Later?Psychiatry and clinical psychopharmacology · 2025Article
- Learning Verbs in Sentences: Children With Developmental Language Disorder and the Role of Retrieval Practice.Journal of speech, language, and hearing research : JSLHR · 2024Article
- What predicts individual response to language treatment in bilingual children with developmental language disorder?Perspectives of the ASHA special interest groups · 2023Article
- Effectiveness of intervention focused on vocational course vocabulary in post-16 students with (developmental) language disorder.International journal of language & communication disorders · 2022Article
- Contributions of early motor deficits in predicting language outcomes among preschoolers with developmental language disorder.International journal of speech-language pathology · 2022Article
- A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children.Frontiers in rehabilitation sciences · 2022Article
- Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia.Journal of speech, language, and hearing research : JSLHR · 2021Article
- Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?Journal of speech, language, and hearing research : JSLHR · 2020Article
- The Fast-Mapping Abilities of Adults With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2020Article
- PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review.Campbell systematic reviews · 2019Article
- Word learning and verbal working memory in children with developmental language disorder.Autism & developmental language impairmentsArticle
- The Contributions of Immediate Retrieval and Spaced Retrieval to Word Learning in Preschoolers with Developmental Language Disorder.Autism & developmental language impairmentsArticle
- Word Learning Ability Varies Across Contexts and Time: A Longitudinal Study of Primary School Children with Developmental Language Disorder.Autism & developmental language impairmentsArticle
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Purpose The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method Thirty-four kindergarten children with DLD (aged 5;0-6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study (Storkel, Voelmle, et al., 2017) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach. Supplemental Material https://doi.org/10.23641/asha.9745181.
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