After Initial Retrieval Practice, More Retrieval Produces Better Retention Than More Study in the Word Learning of Children With Developmental Language Disorder.

Journal of Speech, Language, and Hearing Research : JSLHR
Laurence B LeonardJustin B Kueser

Abstract

Purpose Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. Method Participants were 13 children with DLD and 13 same-age peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. Results Better recall both immediately after lear...Continue Reading

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Dec 6, 2019·Journal of Speech, Language, and Hearing Research : JSLHR·Laurence B LeonardEileen Haebig

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Citations

Aug 6, 2021·Journal of Speech, Language, and Hearing Research : JSLHR·Eileen HaebigChristine Weber
Sep 18, 2021·Journal of Speech, Language, and Hearing Research : JSLHR·Katrina NicholasRebecca Vance

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