Trial reportJournal of speech, language, and hearing research : JSLHR2022
Direct Instruction Improves Word Learning for Children With Developmental Language Disorder.
Trial report in Journal of speech, language, and hearing research : JSLHR, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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.
The trial behind it
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Who cites it
3 citing papers in PubMed, 9 citations in OpenAlex.
- Inferring Word Class and Meaning From Spoken and Written Texts: A Comparison of Children With and Without Developmental Language Disorder.Journal of speech, language, and hearing research : JSLHR · 2024Article
- Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.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
5 authors at 2 institutions in 1 country.
Funding
Abstract
purposeThe current study compared the effects of direct instruction versus indirect exposure on multiple aspects of novel word learning for children with developmental language disorder (DLD) and children with typical language development (TLD).
methodParticipants included 36 children with DLD and 45 children with TLD. All children were in the first grade and 6-8 years of age (
resultsIn alternative forced-choice measures of recognition, children with DLD were less accurate than their TLD peers in linking words to referents, encoding semantic categories for words, and encoding detailed representations of word forms. These differences in word learning were accounted for by a constellation of cognitive measures, including receptive vocabulary, phonological memory, visuospatial memory, and sustained attention. All children were similarly accurate in retaining word forms over a 24- to 48-hr delay. Children with TLD were more accurate in all aspects of word learning following direct instruction compared to indirect exposure. Benefits from direct instruction were observed for children with DLD in link and semantic, but not word form, learning.
conclusionsThese results suggest that vocabulary interventions with direct instruction can help children with DLD learn some, but not all, aspects of novel words. Additional support is necessary to help children with DLD encode rich phonological representations.
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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.