ReviewJournal of speech, language, and hearing research : JSLHR2020
Retrieval Practice and Word Learning in Children With Specific Language Impairment and Their Typically Developing Peers.
Review in Journal of speech, language, and hearing research : JSLHR, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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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.
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Who cites it
16 citing papers in PubMed, 35 citations in OpenAlex.
- Trends in testing effect research: from lab to classroom, but not yet for all learners.NPJ science of learning · 2026Review
- 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
- 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
- Retrieval Practice and Word Learning by Children With Developmental Language Disorder: Does Expanding Retrieval Provide Additional Benefit?Journal of speech, language, and hearing research : JSLHR · 2024Article
- Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.Journal of child language · 2024Article
- Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming.American journal of speech-language pathology · 2024Review
- Can Retrieval Practice Facilitate Verb Learning in Children With Developmental Language Disorder and Their Peers With Typical Language Development?Journal of speech, language, and hearing research : JSLHR · 2023Article
- Phonological and Articulatory Deficits in the Production of Novel Signs in Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Word Learning by Preschool-Age Children: Differences in Encoding, Re-Encoding, and Consolidation Across Learners During Slow Mapping.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ.Journal of speech, language, and hearing research : JSLHR · 2022Article
- LogometroFrontiers in psychology · 2022Article
- 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
- Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers.Journal of speech, language, and hearing research : JSLHR · 2020Review
- Multiple Practice Success Scaffolds Long-Term Test-Enhanced Learning in Preschoolers.Child developmentArticle
- Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.Autism & developmental language impairmentsArticle
- A developmental account of the role of sequential dependencies in typical and atypical language learners.Cognitive neuropsychologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Purpose In this article, we review the role of retrieval practice on the word learning and retention of children with specific language impairment (SLI). Method Following a brief review of earlier findings on word learning in children with SLI and the assumptions behind retrieval practice, four experiments are described that compared novel words learned in a repeated spaced retrieval condition and those learned in either a repeated study condition or a repeated immediate retrieval condition. Preschool-age children with SLI and their same-age peers with typical language development were the participants in all experiments. The effects of repeated spaced retrieval were assessed through measures of recall of word form and meaning and, receptively, through both picture-pointing and electrophysiological measures. Results Repeated spaced retrieval resulted in greater recall of word form and meaning across the experiments. This advantage was seen not only for word-picture pairs used during the learning period but also when generalization of the word to new pictures was required. Receptive testing through picture pointing showed similar results, though in some experiments, ceiling effects rendered this measure less sensitive to differences. An alternative receptive measure-the N400 elicited during picture-word mismatches-showed evidence at the neural level favoring repeated spaced retrieval. The advantages of repeated spaced retrieval were seen in both children with SLI and their typically developing age mates. Conclusion Future efforts are warranted to refine and extend the experiments reviewed here. If these efforts prove successful, procedures that incorporate repeated spaced retrieval into more naturalistic clinical and educational activities might be an appropriate next step. Presentation Video https://doi.org/10.23641/asha.13063730.
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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.