Word Learning in Children With Developmental Language Disorder: The Use of Retrieval Practice During Shared Book
Sofia Souto1, Laurence B Leonard2, Patricia Deevy2
1Department of Speech, Language, and Hearing Sciences, Butler University, Indianapolis, IN.
Summary
Retrieval practice during shared book reading improves word learning for children with developmental language disorder (DLD). This method enhances recall of new words and their meanings, offering a practical approach for DLD interventions.
Area of Science:
- Developmental Psychology
- Speech and Language Pathology
- Educational Psychology
Background:
- Children with developmental language disorder (DLD) often experience challenges in word learning.
- Retrieval practice, a learning strategy involving recalling information, has shown benefits for word acquisition in controlled settings.
- Translating laboratory findings on retrieval practice to real-world educational activities, such as shared book reading, is crucial for practical application.
Purpose of the Study:
- To investigate the effectiveness of retrieval practice within a shared book reading context for children's word learning.
- To compare retrieval practice with a repeated study method in facilitating the learning of novel word forms and meanings.
- To assess the impact of this learning strategy on children with DLD and those with typical language development (TD).
Main Methods:
- Thirteen children with DLD and 14 children with TD participated in the study.
- Participants learned eight novel words presented in children's books across two conditions: repeated spaced retrieval (RSR) and repeated study (RS).
- Word learning was assessed 5 minutes and 1 week after the learning sessions, evaluating recall and recognition of word forms and meanings.
Main Results:
- Both DLD and TD groups demonstrated superior recall of novel words in the RSR condition compared to the RS condition.
- This advantage for RSR was observed for both word forms and their meanings.
- While children with TD generally outperformed those with DLD in recall and recognition, both groups showed sustained word form recall after one week.
Conclusions:
- Integrating retrieval practice into shared book reading activities can significantly enhance word learning in children.
- These findings support the use of retrieval practice as a valuable tool for supporting language development in children, particularly those with DLD.
- Further research should continue to explore and refine retrieval practice methods within naturalistic learning environments.
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