Evidence map›Paper›PMID 39221431›Full record

ArticleAutism & developmental language impairments

Word learning by children with developmental language disorder: Identifying gaps in our understanding of spaced retrieval effects.

Laurence B Leonard, Patricia Deevy, Justin B Kueser

Abstract read
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Article in Autism & developmental language impairments. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

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2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

3 authors.

Laurence B LeonardDepartment of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA.ORCID https://orcid.org/0000-0002-9189-4438
Patricia DeevyDepartment of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, USA.
Justin B KueserCenter for Childhood Deafness, Language and Learning, Boys Town National Research Hospital, Omaha, NE, USA.

Funding

Retrieval-Based Word Learning in Specific Language ImpairmentR01DC014708 · NIDCD · PURDUE UNIVERSITY · PI Jeffrey Karpicke · 2016 to 2026
$5.8M
NIDCD NIH HHS R01 DC014708
6 · The paper itself

Abstract

Background and aims: Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than two-thirds of the words are learned, even with the assistance of spaced retrieval during the learning activities. In this article we identify details of spaced retrieval that are less well understood in an effort to promote more effective learning through retrieval practice. Main contribution: We discuss the importance of factors such as: (a) integrating immediate retrieval with spaced retrieval trials; (b) determining whether gradual increases in spacing have more than short-term benefits relative to equal spacing; (c) discovering the number of successful retrievals sufficient to ensure later recall; (d) using spaced retrieval to avoid erosion of phonetic details on later recall tests; and (e) whether the well-documented difficulties with learning word forms might be tied to a particular subgroup of children with DLD. We also speculate on some of the possible reasons why spaced retrieval is beneficial in the first place. Conclusions: Although many children with DLD make gains in word learning through procedures that incorporate spaced retrieval, there are numerous details involved in the process that can alter its success. Until we have a better understanding of the boundaries of spaced retrieval's effectiveness, we will not be taking full advantage of this promising addition to word learning procedures. Implications: Spaced retrieval activities can be an important addition to the resources that clinicians and educators have available to assist children in their word learning. With a deeper understanding of the issues discussed here, we should be able to put spaced retrieval to even greater use.

Indexed as

Developmental language disorderretrieval practicespecific language impairmentword learningword recall

Identifiers

PMID39221431
PMCPMC11365034

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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.