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Related Concept Videos

Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Predictors of Word Learning With and Without Retrieval Practice in Children With Developmental Language Disorder.

Laurence B Leonard1, Sharon L Christ2, Jeffrey D Karpicke3

  • 1Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.

Journal of Speech, Language, and Hearing Research : JSLHR
|July 14, 2026
PubMed
Summary

Retrieval practice benefits word learning in children with developmental language disorder (DLD), especially those with weaker nonword repetition skills. Including retrieval practice helps older children with DLD learn words more effectively.

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Area of Science:

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

Background:

  • Children with developmental language disorder (DLD) and typical language development (TD) show variability in word learning.
  • Child factors influencing this variability require further investigation.

Purpose of the Study:

  • To examine child factors predicting novel word learning outcomes.
  • To investigate if these factors interact differently with or without retrieval practice.

Main Methods:

  • Analyzed data from five studies involving 4- and 5-year-old children with DLD and TD.
  • Assessed child factors: language scores, nonverbal intelligence, nonword repetition, maternal education, age, and group status.
  • Controlled for other factors to isolate the role of each predictor.

Main Results:

  • Age and nonword repetition ability predicted novel word learning.
  • An interaction showed that older children with DLD benefited less from increased age when nonword repetition was low.
  • This disadvantage was more pronounced without retrieval practice.

Conclusions:

  • Retrieval practice offers additional benefits for preschoolers with DLD, particularly those with weak nonword repetition skills.
  • Incorporating retrieval practice in vocabulary interventions may improve word learning for children with DLD.