ArticleJournal of speech, language, and hearing research : JSLHR2021
Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mapping.
Article in Journal of speech, language, and hearing research : JSLHR, 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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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
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
- Influence of Semantic Richness on Word Form Learning in Children With Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Memory Consolidation in Adults With and Without Developmental Language Disorder and Dyslexia.International journal for research in learning disabilities · 2026Article
- 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
- 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
- Effects of dual- and single-language exposure on children's word learning: Experimentally testing the role of competition.Journal of experimental child psychology · 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
- From Recognizing Known Words to Learning New Ones: Comparing Online Speech Processing in Typically Developing and Late-Talking 2-Year-Olds.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study.Journal of speech, language, and hearing research : JSLHR · 2022Article
- 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
- 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
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping process. Method Preschool-age children (DLD = 9, TD = 9) were trained on nine form-referent pairs across multiple consecutive training days. Children's ability to name referents at the end of training days indicated their ability to encode forms. Children's ability to name referents at the beginning of training days after a period of overnight sleep indicated their ability to consolidate forms. Word learning was assessed 1 month after training to determine long-term retention of forms. Results Throughout training, children with DLD produced fewer forms correctly and produced forms with less phonological precision than children with TD. Thus, children with DLD demonstrated impaired encoding. However, children with and without DLD demonstrated a similar ability to consolidate forms between training days and to retain forms across a 1-month delay. Conclusions Difficulties with word form learning are primarily driven by deficits in encoding for children with DLD. Clinicians and educators can support encoding by providing children with adequate exposures to target words via robust training that occurs across multiple sessions. Supplemental Material https://doi.org/10.23641/asha.16746454.
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