ArticleJournal of communication disorders
Word-learning trajectories influence long-term recall in children with developmental language disorder and typical development.
Article in Journal of communication disorders. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
What it found
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it, 11 citations in OpenAlex.
- Vocabulary interventions for children with developmental language disorder: a systematic review.Frontiers in psychology · 2025Pooled it
- 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
- 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
- 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
- Article
- Multiple Practice Success Scaffolds Long-Term Test-Enhanced Learning in Preschoolers.Child developmentArticle
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
Abstract
introductionChildren with developmental language disorder (DLD) have difficulties learning words. However, the severity of these difficulties can be reduced through word learning procedures that incorporate repeated spaced retrieval (RSR). Previous studies have shown positive outcomes with RSR but we still know very little about how learning unfolds with this procedure. In this study, we focus on the process of learning under RSR.
methodsWe analyze the learning data from children with DLD and with typical development (TD) from three recent studies using RSR. We fit growth curves to the trial-by-trial learning data for immediate and spaced retrieval trials and use the characteristics of children's individual word-learning trajectories to predict their long-term recall.
resultsWe found that children in both groups demonstrated linear growth during learning, despite breaks within and across days. Success on early immediate retrieval trials promoted success on subsequent spaced retrieval trials. Children's trial-by-trial RSR learning trajectories were related to their long-term recall: both cumulative success and growth over time on the spaced retrieval trials positively predicted long-term recall. Consecutive success was also highly correlated with growth over time.
conclusionsRepeated spaced retrieval supplemented with immediate retrieval trials during learning promotes long-term recall.
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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.