ArticleJournal of child language2024
Fostering retention of word learning: The number of training sessions children retrieve words positively relates to post-training retention.
Article in Journal of child language, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
4 citing papers in PubMed.
- 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
- 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
- Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.Autism & developmental language impairmentsArticle
- Multiple Practice Success Scaffolds Long-Term Test-Enhanced Learning in Preschoolers.Child developmentArticle
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.
Funding
Abstract
During vocabulary instruction, it is important to teach words until their representations are robust enough to be retained. For adults, the number of training sessions a target item is successfully retrieved during training predicts the likelihood of post-training retention. To assess this relationship in children, we reanalyzed data from Gordon et al. (2021b, 2022). Four- to six-year-old children completed six training days with word form-object pairs and were tested one month later. Results indicate that the number of training sessions that a word form was retrieved was positively related to post-training retention. We discuss implications for vocabulary instruction and interventions.
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Registered trials
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