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Purpose Scholars have long noted that retention improves significantly when learners frequently test themselves on the new material rather than engage in continuous study with no intermittent testing. In this study, we apply the notion of repeated testing or retrieval to the process of word learning in preschool-age children with and without developmental language disorder (DLD). Method Novel words and their meanings were taught to 10 children with DLD and 10 typically developing (TD) children matched on age (DLD, M = 63.4 months; TD, M = 63.2 months). Recall was assessed immediately after the 2nd learning session and then again 1 week later. Results Both groups showed better retention when they had attempted to retrieve the words during the learning period than when they had simply listened to and studied the words paired with their referents. Relative to their TD peers, the children with DLD seemed to be weaker in their encoding, but these children's retention over a 1-week period was indistinguishable from that of their age mates. Conclusion Word learning activities that include opportunities for repeated retrieval appear to significantly benefit retention relative to more traditional word learning activities. Supplemental Material https://doi.org/10.23641/asha.7927046.
This article was published in the following journal.
Name: Journal of speech, language, and hearing research : JSLHR
Purpose Retrieval practice has been found to be a powerful strategy to enhance long-term retention of new information; however, the utility of retrieval practice when teaching young children new words...
Numerous experimental studies have shown that infants and children can discover word meanings by using co-occurrences between labels and objects across individually ambiguous contexts-a phenomenon kno...
Purpose The study aims to test whether children with specific language impairment (SLI) show weaknesses in word retrieval and cognitive control and to find out whether impairments in the 2 domains are...
Vocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures a...
Prior linguistic knowledge is proposed to support the acquisition and consolidation of new words. Adults typically have larger vocabularies to support word learning than children, but the developing b...
Children with language-learning disabilities (LLD) have language and reading skills that are weaker than those of typically developing children. In the school-age years, reading is a prim...
The purpose of this study is to compare the performances of normally developing children and children with Language Impairment (LI) in three different experimental settings designed to pro...
The aging Veteran population will substantially increase over the next 10 years, as the 24.9% of Veterans who are currently between 55-64 years of age join the 38.5% who are already over a...
In this study the investigators are examining the effectiveness of two different speech therapy protocols for word retrieval impairments experienced by individuals with stroke-induced apha...
Most studies regarding word learning have focused on understanding when and how infants learn words. At 24 months, typically developing infants know between 200 and 300 words and add new w...
Learning in which the subject must respond with one word or syllable when presented with another word or syllable.
Procedures and programs that facilitate the development or skill acquisition in infants and young children who have disabilities, who are at risk for developing disabilities, or who are gifted. It includes programs that are designed to prevent handicapping conditions in infants and young children and family-centered programs designed to affect the functioning of infants and children with special needs. (From Journal of Early Intervention, Editorial, 1989, vol. 13, no. 1, p. 3; A Discursive Dictionary of Health Care, prepared for the U.S. House of Representatives Committee on Interstate and Foreign Commerce, 1976)
Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
Use of word stimulus to strengthen a response during learning.
A malignant solid tumor arising from mesenchymal tissues which normally differentiate to form striated muscle. It can occur in a wide variety of sites. It is divided into four distinct types: pleomorphic, predominantly in male adults; alveolar (RHABDOMYOSARCOMA, ALVEOLAR), mainly in adolescents and young adults; embryonal (RHABDOMYOSARCOMA, EMBRYONAL), predominantly in infants and children; and botryoidal, also in young children. It is one of the most frequently occurring soft tissue sarcomas and the most common in children under 15. (From Dorland, 27th ed; Holland et al., Cancer Medicine, 3d ed, p2186; DeVita Jr et al., Cancer: Principles & Practice of Oncology, 3d ed, pp1647-9)
Pediatrics is the general medicine of childhood. Because of the developmental processes (psychological and physical) of childhood, the involvement of parents, and the social management of conditions at home and at school, pediatrics is a specialty. With ...