ArticleJournal of neurodevelopmental disorders2021
A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder.
Article in Journal of neurodevelopmental disorders, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2022Trial
- 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
- 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
- Learning Verbs in Sentences: Children With Developmental Language Disorder and the Role of Retrieval Practice.Journal of speech, language, and hearing research : JSLHR · 2024Article
- A further look at two grammatical measures from children's language samples and their contribution to the diagnostic process.Clinical linguistics & phonetics · 2024Article
- Mapping the unique neural engagement in deaf individuals during picture, word, and sign language processing: fMRI study.Brain imaging and behavior · 2024Article
- 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
- Does the public know what researchers know? Perceived task difficulty impacts adults' intuitions about children's early word learning.Cognitive research: principles and implications · 2023Article
- 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
- Effectiveness of intervention focused on vocational course vocabulary in post-16 students with (developmental) language disorder.International journal of language & communication disorders · 2022Article
- A new dynamic word learning task to diagnose language disorder in French-speaking monolingual and bilingual children.Frontiers in rehabilitation sciences · 2022Article
- Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.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
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Authors and funding
9 authors.
Funding
Abstract
backgroundMany children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures.
methodsIn this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated.
resultsAcross the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect.
conclusionsOverall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention.
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