Retrieval Practice and Word Learning by Children With Developmental Language Disorder: Does Expanding Retrieval...

Area of Science:

• Child language acquisition
• Developmental psychology
• Speech and language therapy

Background:

• Children with developmental language disorder (DLD) often experience challenges in word learning.
• Spaced retrieval practice is a known method to enhance learning in children.
• Understanding optimal spacing schedules is crucial for effective DLD interventions.

Purpose of the Study:

• To compare the effectiveness of expanding retrieval practice versus equally spaced retrieval practice on word learning in preschool children with DLD.
• To investigate if one spacing schedule yields superior word learning outcomes compared to the other.
• To analyze word retention over a one-week period.

Main Methods:

• A preregistered study involving 14 children with DLD and 14 typically developing (TD) children (aged 4-5 years).
• Children learned eight novel nouns using either an expanding or equally spaced retrieval schedule.
• Word recall was assessed immediately after the second session and one week later.

Main Results:

• Typically developing children recalled more novel words than children with DLD, a difference explained by vocabulary scores.
• Both groups demonstrated similar word retention over one week.
• Initially, shorter spacing in the expanding schedule led to higher retrieval success, benefiting subsequent trials, but accuracy converged later.

Conclusions:

• Early retrieval success with shorter spacing may not predict long-term word retention benefits.
• Further research is needed to understand the nuances of short spacing in children's word learning.
• Optimizing spaced retrieval schedules for children with DLD requires careful consideration of both initial gains and sustained learning.